Ml\%'' 



Series XVII No. U 

Bulletin of 
The University of Nebraska 



Nebraska 

High-School Manual 

1912 



COMPILED JOINTLY BY 

THE UNIVERSITY OF NEBRASKA 

AND THE 

STATE DEPARTMENT OF EDUCATION 




Published by the Sut^^^iS^BrW^ Lincoln, Nebraska 

University Wv^^S^^JJi^ August, 1912 



Tiie bulletin of the University of Nebrasika i» published semi-weekly 

during the month of April, and monthly in May, June, August 

and November of each year by the University of 

Nebraska. Eiitered at the Post-Office at 

Lincoln, Nebraska, as second-class 

matter under Act of Con- 

fc-ress-lnlv 16, 1894. 



NEBRASKA 

High-School Manual 



COMPILED JOINTLY BY 



THE UNIVERSITY OF NEBRASKA 
AND THE 



STATE DEPARTMENT OF EDUCATION 




AUGUST, 1912 






n. OF D, 
OEC 23 1913 



^ TO THE AUTHORITIES OF THE NEBRASKA PUBLIC 
^ SCHOOLS 

> The University of Nebraska and the State Department 

-i of Education join in presenting, with their cordial greet- 

ings, this statement in regard to their relations with the 
public high schools of the state. 

This manual assumes that the high school exists for the 
purpose of aiding the youth to attain the truest citizen- 
ship and the highest success in life. It is believed that a 
high-school curriculum devised and carried through with 
these ends in view is also a more desirable foundation for 
a college education in case pupils are able to press on and 
secure this larger privilege. The manual aims to provide 
courses of study in the respective secondary branches so 
as to make each serve its highest possible educational 
end. It also offers programs of study for schools of differ- 
ent grades, so planned as to include the foundation sub- 
jects of instruction, arranged in proper sequence to secure 
a degree of uniformity and with due regard to Nebraska 
conditions. It permits the selection of curricula that will 
serve immediate ends, at the same time affording a rea- 
sonable articulation between the secondary schools an^ 
the higher institutions. 

In order to increase the practical helpfulness of this 
manual, a committee was appointed for each subject ap- 
pearing in the former manual, consisting of a member of 
the faculty of the University of Nebraska from the depart- 
ment most closely related to the subject, and at least two 
other members having intimate knowledge of the subjects 
from the standpoint of the secondary schools. These com- 
mittees were appointed by the State Superintendent of 
Public Instruction, the President of the Superintendents 
and Principals' Association, and the Inspector of Accred- 
ited Schools. The committees were as follows: 
Agriculture — Superintendent F. M. Hunter, Lincoln; Super- 
intendent r. W. INIcMichael, Holdrege; Professor W. 
T. Stockdale. Chadron. 
Am.erican History — Professor C. E. Persinger, University; 
Superintendent J. R. Fulk, Seward; Superintendent 
C. A. Mohrman, Neligh. 
Astronomy — Professor G. D. Swezey, University; Super- 
intendent C. N. Walton, Wahoo; Superintendent C- S. 
Jones, Ord. 
Botany — Dean C. E. Bessey, University; Miss Emma 
Hanlon, Hastings; Superintendent Robert Thomson, 
Orchard. 
Chemistry — Professor Benton Dales University; Profes- 
sor H. A. Senter, Omaha; Principal W. B, Johns, 
York. 
Civics — Professor G. E. Howard, University; Mrs. Ada I. 
Atkinson, Omaha; Superintendent R. W. Eaton, 
Geneva. 
English — Dean L. A. Sherman, University; Professor P. 
H. Frye, University; Miss ]\Iary Sullivan, Omaha; 
Miss Louise ^Miller, Lincoln. 



4 HIGH-SCHOOL MANUAL 

European History — Professor F. M. Fling, University; 
Professor C. N. Anderson, Kearney; Miss Marie Up- 
son, Beatrice. 
French — Professor Clara Conklin, University; :Miss Abba 

W. Bowen, Omaha; Mile. Andree, Brownell Hall. 
Geology — Professor E. H, Barbour, University; Superin- 
tendent C. M. Barr, Hastings; Professor H, B. Dun- 
canson, Peru. 
German — Professor Laurence Fossler, University; ^Nliss 
Abba W. Bowen, Omaha; ^liss Alma Hosic, Kearney. 
Greek — Professor J. T. Lees, University; Miss Bessie 

Snyder, Omaha; Professor J. S. Brown, Crete. 
Latin — Professor G. E. Barber, University; Miss Olivia 

Pound, Lincoln; Miss Kathleen G. Hearn, Aurora. 
Mathematics — Dean E. W. Davis, University; Superinten- 
dent W. L. Stephens, Lincoln; Principal A. R. Cong- 
don, Fremont. 
:\Iethods — Dean Charles Fordyce, University; Mrs. S. O. 
Anderson, Lincoln; Supterintendent A. L. Caviness, 
Fairbury. 
Physics — Professor Herbert Brownell, University; Pro- 
fessor C. W. Philpott, Chadron; Superintendent 
George B. Lee. Culbertson. 
Physical Geography — Professor G. E. Condra, University; 
Professor E. E. Lackey, Wayne; Miss Eva O'Sullivan, 
Omaha. . 
Physiology — Dean R. H. Wolcott, University; Professor 
H. O. Sutton, Kearney; Superintendent W. H. jNIor- 
ton, Ashland. 
Political Economy — Professor G. E. LeRossignol, Univer- 
sity; Superintendent E. Clippinger, Sutton; Superin- 
tendent N. M. Graham, South Omaha. 
Zoology — Dean R. H. Wolcott, University; Miss Caroline 

E. Stringer, Omaha; Mrs. C. Phillips, Lincoln. 
Reference Library — Professor W. K, Jewett, University; 
Superintendent R. J. Barr, Grand Island; :Miss Char- 
lotte Templeton, Lincoln. 
In view of the change of policy by which the University 
grants credit for any subject taught in an approved 
manner, committees have been appointed to prepare 
courses of study in such other subjects not previously 
recognized as may properly be considered worthy of pre- 
sentation in the program of studies for secondary schools 
in Nebraska. These reports will be published at an early 
date. 

To all wh() assisted in preparing material for this 
m.anual, thanks are offered. It is the sincere desire of all 
concerned to increase its value. Criti-cisms and sugges- 
tions will be appreciated. 

Very truly yours, 

S. AVERY. 
Chancellor of the University of Nebraska. 
J. E. DELZELL, 
Superintendent of Public Instruction. 
A. A. REED, 
Inspector of Accredited Schools. 



HIGH-SCHOOL MANUAL 5 

PROGRAMS OF STUDY FOR HIGH SCHOOLS 

The programs published in the former manual have 
been slightly modified in accordance with suggestions 
made by the members of the School of Superintendence 
held jointly by the University and the State Department 
of Education. They were prepared originally after a care- 
ful study of existing programs, and are the outcome of a 
natural evolution. They afford an articulation which 
renders it easy for pupils to be transferred from one dis- 
trict to another of higher grade, in accordance with the 
free high-school law. They provide practical uniformity 
in the first two years, and designate the place in the pro- 
gram that elective subjects shall occupy in the last years. 
They include the subjects required for entrance to normal 
school, college and university, and yet they afford enough 
elasticity to serve the ends of those not recognizing such 
claims. They offer a well-balanced group of courses that 
form the foundation of a liberal education. Foundation 
studies should be such as to inspire the individual to go 
farther and to assist him should he wish to go on. Gen- 
erally, the subjects that best fit the individual for life 
are the ones that best prepare him for the next step in 
his education. Any subject is practical that stimulates 
the individual to a broader life and a more sympathetic 
touch with human interests. 

Each superintendent or principal in charge of a high 
school should study carefully its needs and resources, and 
should guide the school board in selecting such groups 
of courses as local conditions will warrant. The smaller 
schools should have a single curriculum. This should be 
followed by all pupils. It is better to permit a pupil to 
drop a subject when it has become evident that it cannot 
be carried to advantage, rather than to scatter the ener- 
gies of the teaching force over too wide a range of 
courses. The larger school should arrange for such extra 
groups as may be within their needs and resources. By 
following the order of the official Program of Studies, suf- 
ficient uniformity will result to serve all important ends. 
School authorities may safely work toward this program, 
without fear of radical changes in the future. 

ONE-YEAR PROGRAM 

For Schools Having Three Teachers for Nine Grades 
First Semester Second Semester 

Periods. Periods. 

Algebra 5 Algebra 5 

English and Book- English 5 

keeping 5 Agriculture 5 

Physical Geography. . . 5 Latin 5 

Latin 5 

A school may substitute for Latin, civics in the first 
semester and inventional geometry in the second semester, 
or such other secondary work as local conditions may 
warrant. 

English includes composition, rhetoric, and literature. 



6 HIGH-SCHOOL MANUAL 

TWO-YEAR PROGRAM 
For Schools Having Four or More Teachers 

Grade IX 
As above. 
Grade X 

First Semester Second Semester 

Periods. Periods. 

Plane Geometry 5 Plane Geometry 5 

Ancient History 5 Ancient History 5 

Botany.. 2 English.. 3 5 Botany.. 3 English.. 2 5 
Caesar and Latin Com- Caesar and Latin Com- 
position 5 position 5 

A school may begin Latin in grade ten. 

THREE-YEAR PROGRAM 
For Schools Having at Least Two High-School Teachers 

Grade IX 

As above 

Grade X 

As above 
Grade XI 
First Semester Second Semester 

Periods. Periods. 

Algebra 5 Solid Geometry 5 

Cicero and Latin Com- Cicero and Latin Com- 
position 5 position 5 

German 5 German 5 

Physics 5 Physics 5 

American History and American History and 

Civics 5 Civics 5 

English 5 English 5 

School authorities will select four subjects. 
A school may begin Latin in grade ten. 

FOUR-YEAR PROGRAM 

For Schools Having at Least Three High-School Teachers 

Grade IX 

As above 

Grade X 

As above 

Grade XI ^ 

First Semester Second Semester 

Periods. Periods. 

Algebra 5 Solid Geometry 5 

Cicero and Latin Compo- Cicero and Latin Compo- 
sition 5 sition 5 

German 5 German 5 

Physics 5 Physics 5 

Medieval History 5 Modern History 5 

English 5 English 5 

Review Arithmetic and Elective 5 

Geography 5 

School authorities will select four subjects. 



HIGH-SCHOOL MANUAL 



Grade XII 



First Semester Second Semester 

Periods. Periods. 

Vergil 5 Vergil 5 

German 5 German 5 

Chemistry . . 2 Chemistry . . 3 

Elnglish..3 5 English.. 2 5 

American History and American History and 

Civics 5 'Civics 5 

Review Grammar and Pedagogy 5 

Reading 5 Elective 5 

Elective 5 

School authorities will select four subjects. 

A school may begin Latin in grade ten. 

Bookkeeping, grouped with ninth grade English in the 
program of studies, contemplates a course of six weeks 
following the outline of the State Department of Education 
in the definition of the requirements for examination for a 
teacher's certificate. When so presented, it may be in- 
cluded with English for credit. It meets the requirement 
for bookkeeping in the normal training course, and the 
grade will be accepted for a certificate. The outline is as 
follows: 1. Definitions. 2. Business forms — bills, notes, 
checks and drafts, accounts. 3. Elementary laws of nego- 
tiability. 4. The simple principles of debits and credits. 
5. Business correspondence and letter writing. 



BREADTH AND SYMMETRY 

The University of Nebraska and the State Department 
of Education urge the importance of maintaining breadth 
and symmetry as well as thoroughness in the high-school 
curricula. In each year there should be a due proportion 
of English, history, language, mathematics, and scieifce. 

SPECIAL GROUPS 

Classical Training — Attention is called to the importance 
of classical training. School authorities should be careful 
not to misunderstand or misapply the arguments some- 
times put forward against the study of ancient tongues. 
Those urging these arguments usually mean only that duly 
organized and ably taught courses in modern language are 
of equal worth, year for year, with study in the classics. 
They do not mean to urge the neglect of Greek or Latin. 

Scientific — The general program above is a satisfactory 
preparation for college courses in science. When desira- 
ble a modern language may be substituted for all or part 
of the Latin for entrance purposes. 



8 HIGH-SCHOOL MANUAL, 

REQUIREMENTS FOR ADMISSION TO THE 
UNIVERSITY 

Admission to the University is gained only through reg- 
istration in some one of its seven colleges or four schools. 
A uniform table of entrance requirements has been estab- 
lished which varies only in a small degree for all of the 
undergraduate colleges. The following table of entrance 
requirements becomes effective September 1st, 1912: 

Required subjects — ■ Points 

English 4 

*History (European) 2 

fLanguage (foreign) 6 

i Mathematics 4 

§Science (laboratory) 2 

Elective subjects — • 

Other subjects taught in an approved manner in 
an accredited secondary school 12 

Total 30 

An entrance credit or "point" is given for the work of a 
class holding five recitations a week of forty to fifty 
minutes each for at least eighteen weeks. In laboratory 
courses a credit "point" is given for three recitations and 
two double periods of laboratory work, under the super- 
vision of an instructor, each week for at least eighteen 
weeks. In laboratory courses without recitation the equiv« 
alent of fifteen single periods each week is required. 



1 



♦History: It is recommended that Greek and Roman 
history be offered in meeting the European history re- 
quirement. 

fLanguage: For entrance to the College of Arts and 
Sciences at least two years of Latin are recommended. 
Two years (four points) are required of students entering 
the six-year combined academic-medical course unless ex- 
cused by the committee on accredited schools. 

t Mathematics: For entrance to the College of Agricul- 
ture a third year (two points) in mathematics may be 
offered in place of the third year in foreign language. For 
entrance to the College of Engineering six points in math- 
ematics are required. To meet this requirement a third 
year in mathematics may be substituted for the third 
year in foreign language. 

§Science: It is recommended that physics be offered 
in meeting the science requirement. 



HIGH-SCHOOL MANUAL ' 9 

ADMISSION TO THE VARIOUS COLLEGES 

For admission to the freshman class in the College of 
Arts and Sciences, the College of Agriculture, and the Col- 
lege of Engineering, the candidate must present thirty- 
credit points from an accredited secondary school of which 
he must be a graduate. 

For admission to the freshman class of the College of 
Law the candidate must present one year of college work 
in addition to the above thirty points. 

For admission to the freshman class of the- six-year 
course in the College of Medicine the candidate must meet 
the regular requirements for the College of Arts and Sci- 
ences with four of the six points of foreign language in 
Latin. For admission to the freshman class of the four- 
year course the candidate must present two years of 
academic work in addition to the thirty points. 

For admission to the freshman class of the two-year and 
three-year courses of the School of Pharmacy the candi- 
date must present the equivalent of a two-year high-school 
course. For admission to the four-year course the candi- 
date meets the regular entrance requirements to the Col- 
lege of Arts and Sciences and is registered in that college. 

For admission to the School of Fine Arts the candidate 
must meet the entrance requirements of the College of 
Arts and Sciences. 

Conditional admission is permitted to graduates of ac- 
credited schools on a minimum of twenty-eight "points." 
Graduates having less than twenty-eight "points" will be 
required to make up deficient "points" in an accredited 
school, for conditional admission. 

CONDITIONS OF ACCREDITMENT 

An accredited school must have in operation a course 
that permits the graduates for the current year to receive 
thirty credits. Schools with a three-year course of study 
may be admitted to the Junior Accredited list. Graduates 
from the Junior Accredited schools will receive conditional 
admission to the University of Nebraska upon the comple- 
tion of enough work in an accredited school to make a 
total of twenty-eight points. The Junior Accredited school 
must meet the conditions of an accredited school in so far 
as equipment and facilities for instruction are concerned 
in the work of the three years offered. 

Schools with four years of secondary work that are un- 
able to meet in full the conditions for the four-year list 
may be placed upon the Junior list to receive a maximum 
of twenty-eight points. 

The conditions on which a school is placed on the ac- 
credited list are as follows: 

1. The program of studies should be well balanced in 
language, mathematics, science, rhetoric, literature, and 
history. 



10 HIGH-SCHOOL MANUAL 

2. Sciences should be taught with adequate laboratory 
equipment, and with a course of study that provides for 
recitation periods and laboratory or field work. The pro- 
portion of time should be approximately three periods a 
week for recitation purposes and two double periods a 
week for laboratory and field work. 

3. The library should be supplied with sufficient supple- 
mentary and reference books for the courses in literature, 
history and science. 

4. The recitation periods should be standard (40 
minutes), at least in the subjects required for admission to 
college. 

5. The superintendent (or principal) should have time 
for supervising the work of the teachers. 

6. The teaching force in number, scholarship and pro- 
fessional training should be up to the standard set by the 
experience of good schools. Instructors should have four 
years of training beyond a four-year high-school course, 
including special preparation in the subjects in which they 
are to give instruction, or its equivalent. In determining 
the qualifications the ratio of two years of successful ex- 
perience as a high-school instructor may be accepted as 
equivalent to one year of higher training. 

7. All schools are asked to make a detailed report in 
September, giving information necessary for bringing the 
condition of the schools before the committee. Schools 
that have been previously accredited and that have not 
made much change in the teaching force, may be placed 
upon the accredited list for the current year immediately. 
New applicants and schools that have made material 
changes in the teaching force will not be accredited until 
after a visit of inspection. 

8. There must be at least two instructors in Junior 
Accredited schools giving their time to secondary school 
work. It is recommended that at least one of the instruc- 
tors meet fully the standard of qualifications a'pplying to 
fully accredited schools. 

Should a school approximate this standard, the High- 
School Manual and a statistical blank for information will 
be sent. If the reply is satisfactory, an inspector will 
visit the school, and the committee on accredited schools 
will take such action as his report may justify. 

SOME ADVANTAGES OF ACCREDITMENT 

Admission without examination to the University of Ne- 
braska and nearly every college in the United States. 

Guidance in framing and steadying the program of 
studies and such groups as may be advisable. 

Expert assistance in selecting apparatus, texts, and ref- 
erence books. 

Annual inspection of school and, when desired, a con- 
fidential report to the school board. 

Public recognition of the excellence of the school by 
publication of the list each year in the University of Ne- 
braska Calendar and in the University Journal. 



HIGH-SCHOOL MANUAL 



11 



ACCREDITED SCHOOLS 



The University maintains a list of "accredited" sec- 
ondary scliools whose graduates are admitted to any 
college or school of the University (and to nearly all of 
the colleges or universities of the United States) without 
entrance examinations in those subjects whose completion 
within such schools is properly certified. Unless a gradu- 
ate of an "accredited" school a candidate for admission 
must be prepared to take entrance examinations in those 
subjects in which he desires extrance credits. "Accred- 
ited" schools are such as are, under annual inspection by 
the University inspector of accredited schools, found to 
have a well-balanced program of studies, satisfactory lab- 
oratory equipment and library facilities, and a teaching 
force adequate in number and competent in scholarship 
and professional training to accomplish the work they are 
undertaking. 

Four-Year Accredited Schools. The following four-year 
secondary schools were accredited to the University for 
the year 1911-12 to receive not to exceed 32 points of 
entrance credit, according to the work of the individual 
gi-aduate: 

Central City 
Chadron 
Chestei* 
Clarka 
Clay Center 
*Columbua 
Cotner Academy 

(Bethany) 
Cozad 
Crawford 
Creighton 
Creighton 
Academy 
(Omaha) 
"Creto 
Culbertson 
Dana Academy 

(Blair) 
Davenport 
*David City 
Dillex' 
*Doane Academy 

(Crete) 
Dodge 
Edgar 
Elgin 
Elmwood 
Emerson 
Exete/ 
^Pairbury 
Fairfield 
Fairmont 
^•Falls City 



Adama 

Ainsworth 
•■^Albion 

Alliance 

Alma 

Ansley 

Arapahoo 

Arlington 
*Ashland 

Atkinson 
*Auburn 
*Auror?. 

Bancroft 

Battle Creek 
*Beatrice 

Beaver City 

Beaver Crossing 

Bellevue 

Academy 
*Blaix- 

Bloomfield 

Bloomington 

Blue Hill 

Blue Springs 

Brady 

Bridgeport 

Broken Bow 

"•Brownell Hall 

(Omaha) 

Burwel] 

Butte 

Cambridge 

Cedar Rapids 



Franklin 
'^Franklin 

Academy 
♦Fremont 
''Triend 
Fullerton 
Gates Academy 
(Neligh) 
=^ Geneva 
Genoa 
Gibbon 
Gordon 
Gothenburg 
*Grand Island 
Grand Island 

Academy 
Greeley 
Gretna 
Guide Rock 
Hartington 
Harvard 
"^Hastingn 
*Hastings 

Academy 
"Havelocl-: 
*Hebron 
''Holdrege 
Hoope/ 
Humboldt 
Immaculate 
Conception 
Academy 
(Hastings) 



12 



HIGH-SCHOOL MANUAL 



Indianola 
♦Kearney 
Kenesaw 
Kimball County- 
Laurel 
Lawrence 
Lexington 

* Lincoln 
Louisville 
Ivoup City 
Luther Academy 

(Wahoo) 

Lyonn 
*McCooK 

Madison 

Mem a 

Minden 

Mt. St. Mary's 
Seminary 
(Omaha) 
'•Nebraska City 
"Nebraska Mili- 
tary Academy 
(Lincoln) 
'Nebraska Wes- 
leyan Academy 
(University 
Place) 

Neligh 

Nelson 

Newman Grove 

* Norfolk 
North Bend 

* North Platte 
Oakdalo 
Oakland 
Ogallala 
Ohiowa 

* Omaha 



O'Neill 
Ord 

Orleann 
Orleann 

Seminary 
Osceola 
Overton 
Oxford 
Papillion 
^Pawnee City 
Pendei* 
Pierco 
Plainview 
*Plattsmouth 
Ponca 
Randolph 
Ravenna 
Red Cloud 
Sacred Heart 

Academy 

(Omaha) 
Sacred Heart 

High School 

(Omaha) 
St. Catherine 

Academy 

(Jackson) 
St. Edward 
St. Mary's Acad- 
emy (O'Neill) 
St. Paul 
St. Theresa's 

High School 

(Lincoln) 
Sargent 
*Schuyler 
Scottsbluff 
'•Seward 
Shelton 



Sidney 

Silver Creek 
*South Omaha 

Spalding Acad- 
emy 

S pence/ 

Springfield 

Stanton 

Sterling 

Stromsburg 
'^Superior 

Sutton 

Syracuse 

Table Rock 
^Teachers College 
High School, 
The University 
of Nebraska 
*Tecumseh 

Tekamah 

Tilden 

Trenton 

Ulysses 
*University Place 

Valentine 

Valley 
* Wahoo 

Wakefield 

Wayne 

Weeping Water 

Weeping Water 
Academy 

West Point 

Wilber 

W^isner 

Wood River 

W>more 
*York 



* Accredited by the North Central Association of Col- 
leges and Secondary Schools. 

By approved action of the University Senate in June, 
1911, the following was adopted: 

1. After September 1, 1912, twenty-eight points shall he 
the minimum requirement for conditional admission to 
the Colleges of Arts and Sciences, Engineering, and Agri- 
culture, in the University. 

2. There shall be maintained a list of Junior Accredited 
Schools, on the basis of three years of secondary school 
work. The graduates of these schools may receive condi- 
tional admission to the University upon the completion of 
sufficient additional work in an accredited school to secure 
the minimum of twenty-eight points. 



HIGH-SCHOOL MANUAL 



13 



Junior Accredited Schools. The following secondary 
schools were accredited to the University for the year 
1911-12 to receive from 22 to 28 points of entrance credit, 
according to the length of the course and the work of the 
individual graduate: 



Bartley 


Gering 


Orchard 


Beemei' 


Giltnei- 


Osmond 


Benkelman 


Grafton 


Pilgei* 


Benson 


Greenwood 


Republican City 


Bertrand 


Hardy * 


Riverton 


Brock 


Herman 


Rulo 


Callaway 


Hickman 


Rushville 


Campbell 


Holbrook 


Scribner 


Cedar Bluffs 


Howells 


Shelby 


Clarkson 


Humphrey 


Shickley 


College View 


Jackson 


Sioux 


Cook 


*Kearney Military 


Stella 


Craig 


Academy 


Stratton 


Curtis 


Leigh 


Stuart 


Dawson 


Liberty 


Sutherland 


DeWitt 


Lynch 


Talmage 


Doniphan 


McCool Junction 


Tobias 


Douglas 


Mason City 


Uticp, 


Dunbai' 


Mead 


Waterloo 


Edison 


Milford 


Wausa 


Eustig 


Mitchell 


Western 


Ewing 


Monroe 


Weston 


Florence 


Morrill 


Wilsonville 


Ft. Calhoun 


North Loup 


Winside 


* Additional 


credits may be secured by examination. 



GENERAL SUGGESTIONS 

NECESSARY LIMITATIONS OF COURSES 

Ambitious principals and school boards naturally desire 
that their graduates receive the highest possible number 
of credits. Though commendable in itself, this has pro- 
duced unfortunate results. It is not unusual to find a dis- 
trict attempting to carry too many years of high-school 
work. The limit should be the number of years that can 
be handled well by the high-school instructors that a dis- 
trict can afford to employ after providing properly for the 
lower grades. No high school can be permanently strong 
unless supported by efficient work in the grades. Not only 
should the number of years be limited, but the number of 
courses offered should not be increased merely to secure 
more credit points. Optional courses increase the number 
of recitations, unnecessarily reduce the size of classes, 
diminish the time the teacher can give to each class, and 
prevent the most thorough and efficient work. Variety of 
courses may be desirable, but thorough and skillful teach- 
ing is far more important. Where students' tastes and tal- 
ents require it, one study may occasionally be substltutea 
for another, even in small schools. As a rule, however, 
until classes are of such size as to require a division for 
efficiency in instruction, the board should adopt a single, 



14 HIGH-SCHOOL MANUAL 

carefully selected curriculum and let the undivided energy 
of teachers and students be given to the pursuit of it. 
Especially is this true in the earlier years of the high- 
school. Later there may he a differentiation, but there 
should be the requirement that classes be of an economical 
size. 

UNITING CLASSES 

It is often immaterial which of two subjects comes first 
in order of sequence. Where classes are small, it is pos- 
sible to make combinations that serve the ends of economy 
as well as improve the character of the instruction. Thus, 
physics and chemistry can be made to alternate, only one 
of them being taught in any year. Much time is required 
for preparing experiments in these sciences and for prop- 
erly arranging the work for any class taught with enthusi- 
asm and success. The plan here suggested enables the 
teacher to concentrate effort upon a small number of sub- 
jects. It has been thoroughly tested in a number of high 
schools and found to work admirably. 

This suggestion is not intended for the largest high 
schools, yet there are few schools in the state which may 
not make some application of it. 

The union of classes may render proper other useful 
variations from the program outlined in this manual. 

TEXT-BOOKS 
The subject of text-books should engage the careful at- 
tention of superintendents and principals; for. next to 
good teachers, satisfactory texts are the most essential 
elements in securing .good results from school work. Not 
all the publications of any publishing house are equally 
good. It is folly to choose a work simply because it is 
published under certain auspices. It is equally fallacious 
to suppose that what is satisfactory in one place will be 
equally so in another. Like the length of courses, equip- 
ment, and other circumstances, school books must be 
adapted to particular environments. 

LIBRARIES 
A good school library is very desirable. The character 
of the books selected is of great importance. When funds 
are abundant it is not difficult to purchase, but with only 
fifty dollars to begin the work it is not easy to make a 
judicious selection. For those who must make each dollar 
count, a few suggestions may not be out of place. 

1. Buy books as a carpenter buys tools — not in sets, not 
because others have them, but each for a specific purpose. 

2. Distinguish between books for use from the labora- 
tory and reference point of view and books for general 
reading. 

Have some of each sort. The books for reference and 
formal supplementary reading broaden the mental horizon, 
permit comparison of authorities, and awaken and stimu- 
late new interest in work. The books for general reading 
should be chosen for real interest and distinct literary 
value, and should have no immediate connection with 
studies. 



HIGH-SCHOOL MANUAL 15 

The reading habit should be formed with the study habit. 
To awaken and fix the reading habit fully half of the 
library should consist of well-chosen books which do not 
in the least smack of the school room. 

3. With only fifty dollars to spend, concentrate on some 
one subject and secure material for first-class work in this 
limited sphere. Fit up a complete shelf for Roman history, 
civics, American history, literature, or some other limited 
branch or portion of a subject. Next year do the same 
thing for another subject and continue this policy. Fifty 
dollars a year for twenty years scattered promiscuously, a 
book here and a book there, will not build up a serviceable 
working library or stimulate instructors to use such. .Many 
a library seems to have books in plenty, when in reality 
either there are not enough on any one subject to render 
collateral work practicable, or they are not of the right 
Kind, 

4. Remarks on libraries for the high school apply with 
equal force to books for the grades. Each room should 
have access to an up-to-date library. 

5. A wide acquaintance with juvenile literature is help- 
ful in selecting to advantage. There is no use in buying 
what students do not read, and it is criminal to buy books 
without point or literary flavor, Stud.ents do not read 
books that are stupidly or ponderously written, but they 
are quite capable of reading with zest and profit much lit- 
erature that is thought by some to be above them. 

6. The librarian of the University is glad at all times to 
help teachers in the selection of books, to send "best 
books" lists on any subject, or to furnish data as to prices 
and editions. One of the very best lists of good books for 
school libraries and arranged by grades from the first to 
the twelfth grade is issued by th'e Nebraska Public Library 
Commission and may be had free by addressing the Secre- 
tary of the^ Commission at Lincoln. It gives prices at 
which reputable firms sell the books and full directions for 
ordering. 

Reference Books 

The following titles are suggested as a minimum list of 
reference books for the high school, and the purchase of 
them would be perhaps the most profitable expenditure 
of $100 for this purpose: 

Atlas. Universal Atlas of the World. Rand, McNally, $6. 
Imperial Atlas of the World; same firm. About $1.25. 
The Century Atlas, $12.50, 
Dictionary. New International Dictionary. G. & C. Merriam, 
$12. Last edition with supplement. The Standard Dic- 
tionary. Funk & Wagnalls, $12. Collegiate Dictionary. 
Merriam, $3, very serviceable. The Students' Standard 
Dictionary. Funk & Wagnalls, a treasure, $2.50. 
Encyclopedia. New International Encyclopedia. 20 vols. 
Dodd, Mead & Co., $100. Nelson's Loose-leaf Cyclopedia. 
12 vols. $84. Thomas Nelson & Sons, 



16 HIGH-SCHOOL MANUAL 

One of these two leading encyclopedias should be in 

ever:'- high-school library. Recent or even the latest edi 

tions can often be bought at less than prices quoted above. 

For particulars address the librarian of the University. 

Bartlett, John. Familiar Quotations. Ninth edition, $2. 

Ploetz, Carl. Epitome of Ancient, Medieval, and Modern 
History, $3. 

Roberts, H. M. Rules of Order. Scott, 50 cents. 

Roget. P. M. Thesaurus of English Words and Phrases. 
Longmans. New edition, 1901, $3. One of the best books 
of synonyms. 

Statesman's Year-Book. Macmillan, $3. Contains statis- 
tical and descriptive matter relating to all countries. 

United States Statistical Abstract. 

United States Congressional Directory. Your congressman 
should be able to get you the latest edition of these two 
valuable reference books. 

United States Census Office. Abstract of the Twelfth 
Census; Statistical Atlas of the Twelfth Census. If the 
Census Office at Washington will not send you these two 
volumes, apply to your local congressman. 

Who's Who in America. Last edition. Maquis. $2.75. 

World's Almanac. New York World, 25 cents (paper), 50 
cents (cloth). A wonderful amount of varied and ac- 
curate information. 

COURSES OF STUDY 

The following courses of study in the subjects for which 
entrance credit is granted have been prepared or revised 
by committees appointed jointly by the University of Ne- 
braska, the State Department of Education, and the Super- 
intendents and Principals' Association. They aim to 
specify in each subject the quantity, quality and method of 
work that will produce the greatest possible educational 
value, and that will permit evaluation in a scheme of 
course units. It is, however, to be borne in mind tha* ao- 
department in the University of Nebraska discriminates 
against pupils entering upon its work who have been 
trained in methods differing from those favored by the 
department. Power, mentality, the ability to take up and 
successfully carry forward university work — this rather 
than acquaintance with any particular method, is the chief 
requirement for matriculation. 

AGRICULTURE 

The recently adopted entrance requirements of the Uni- 
versity make possible a great change in the course of study 
in agriculture in the high schools of the state. Formerly 
not more than one credit point was possible in -this sub- 
ject. Under the new requirements, subjects which local 
conditions demand may constitute twelve of the thirty re- 
quired entrance points if such subjects be well taught, 
with proper equipment and well-trained teachers. In most 
high schools in Nebraska, local conditions demand that 
agriculture be the element of vocational training to be 



HIGH-SCHOOL MANUAL 17 

introduced into the high schools and united with the cul- 
tural element in the course of study. Where the hi^i 
school does the work it should in the community function- 
ing as a finishing as well as a preparatory school (for 1^ 
must always be a finishing school for a great majority of 
Its students), it should devote about one-fourth of its time 
to ^vocational work. In Nebraska this means that one fivo- 
hour subject each year should be agricultural in a large 
proportion of the high schools. It is apparent, however 
that this cannot be accomplished at once. Most high 
schools will find it necessary to put in two years or even 
only one year of agricultural work. The outlines herewith 
however, provide first for a four-year course, then a two- 
year course, and a one-year course. For high schools which 
find it necessary to continue the one-semester course the 
former outline in the old Manual will suffice. Very" few 
high schools can at present adopt the complete four-year 
course. However, it should be the ideal toward which 
every high school in an agricultural community should 
work. The two-year course will be possible to a limited 
number, and the great majority will probably use the one- 
year course. These latter courses are merely sugeestive, 
and it is strongly recommended that high schools 'adopt 
for the subject matter of the two year and one-year course 
such subjects outlined in the four-year course as local con- 
ditions make most profitable. 

TEACHER OF AGRICULTURE 
The first requisite in the successful teaching of this 
fundamental subject is a specially trained man, a graduate 
of an agricultural college if possible. He should be a man 
who can work with the farmers of the community and 
secure their confidence and cooperation. He should be 
large. enough in his views not to assume that he knows all 
there is to know about agriculture and that the practice 
and experience of the farmers with whose children he is 
working counts for nothing. Instead of taking an attitude 
of authority on all agricultural subjects, he should take 
the attitude of the true student— that of the leader of a 
class of learners, himself a seeker after knowledge. It is 
only by so doing that he will be given the confidence and 
the cooperation of his farmer constituency. 

Very frequently schools wishing to begin agricultural 
courses will not be able to secure college graduates in 
agriculture to take charge of the work. In such cases a 
man thoroly in sympathy with farm life, with practical 
experience on the farm, who has had a thoro training in 
botany, chemistry, and physics, should be secured. He 
should immediately get all the agricultural training pos- 
sible in summer sessions at the University and from agri- 
cultural extension courses. Quite effective courses may 
thus be begun in schools where the necessity of waiting 
for a technically trained man would make their introduc- 
tion for a long time impossible. The basis of success in 
cases of this kind will be the ability of the teacher of agri- 
culture to cooperate with the farmer constituency of the 
school. 



18 HIGH-SCHOOL MANUAL 

DEMONSTRATION FARM 

In Minnesota the Putnam Act provides for a state appro- 
priation, to be paid to a certain number of high schools 
which maintain approved courses in agriculture and home 
economics. Each of these high schools must have a dem- 
onstration farm of not less than five acres. The Nebraska 
high schools which teach agriculture should have demon- 
stration farms of not less than five acres. Holdrege and 
Tecumseh high schools have led the way in this very im- 
portant matter, and in the establishment of their new 
courses in agriculture have begun with demonstration 
plots of twelve and seven acres, respectively. Where it is 
impossible for a school to buy or rent such a plot of 
ground, vacant town lots, which frequently grow up in 
weeds, can often be secured thru the cooperation of pro- 
gressive citizens or thru the commercial club of the town. 

LIBRARY AND TEXT-BOOKS 

The agricultural library should consist of a few very 
usable and slightly technical reference books. A few good 
books and bulletins which are used bring much larger re- 
sults than many shelves of technical and unusable refer- 
ences. 

Special text-books in each of the subjects which consti- 
tute agricultural instruction, rather than a general text, 
should be used. Bulletins of the Nebraska Experiment 
Station can be had free, and likewise the Farmers' Bul- 
letins of the United States Department of Agriculture. 
These should be constantly made use of. 

LABORATORY 

Much of the laboratory work in agriculture will of neces- 
sity be upon the demonstration plot, in the home garden 
and experimental plots, and with live stock and machinery 
on the neighboring farms, but some additions to the regu- 
lar laboratory equipment of the high school as indicated 
under the outlines for the various topics will be necessary. 
The outlay for this equipment, however, w^ill not be large. 

Laboratory periods should be the same as in other lab- 
oratory subjects,— chemistry, physics, etc.; that is, a 
double period twice a week. 

COURSE OF STUDY 

First Year 

Animal Husbandry, 24 weeks. Horticulture, 12 weeks. 

(Three recitation periods and two double laboratory 
periods per week. During a part of the course in Animal 
Husbandry it will be necessary for the stock judging to be 
carried on in successive laboratory periods. The recita- 
tions missed at this time can be added at other times.) 



HIGH-SCHOOL MANUAL 19 

Animal Husbandry — 
Topics: 

A. Cattle. 

(1) Beef, market and feeding, 5 weeks. (2) Dairy 
5 weeks. ' 

B. Swine, 4 weeks. 

C. Sheep, 3 weeks. 

D. Horses, principal draft type, 4 weeks. 

E. Poultry, 3 weeks. 

An outline like the following should be made in the 
study of each of the above types of farm animals: 

1. Various important breeds of each, with brief 
history of their origin and development. 
2. Judging th€ various types of farm animals and 
use of the score card. 

3. Principles of feeding and the "balanced ration " 

4. Handling and care of animals. 
Equipment and Material: 

Access to Animals— Until the high schools can own 
their own live stock, it will be necessary to take the 
class in Animal Husbandry to farms where good 
pure-bred stock of the various types and breeds caii 
be seen. When the judging is begun, the class 
should be given the privilege of scoring by use of 
the official score cards some of the best specimens of 
each type which the community affords. Almost all 
breeders of pure-bred animals will gladly cooperate 
with school superintendents and principals in grant- 
ing the use of their stock for this purpose. 

Charts and Drawings— Class interest is greatly stimu- 
lated if good drawings taken from Experiment Sta 
tion Bulletins, showing the points to be observed in 
stock judging, are used in preparing the class to use 
the score cards. These charts can be easily made 
on chart cloth with crayon or ink. 

Score Cards— Official score cards as used by the Ani- 
mal and Dairy Husbandry Department of the Uni- 
versity of Nebraska should be used in all the judg- 
ing. Schools may obtain free samples of these cards 
by writing to the School of Agriculture of the Uni- 
versity of Nebraska. Supplies for student use can 
then be printed from these. 
References: 

Types and Breeds of Farm Animals. Plumb. Ginn & 

Co., Chicago. 
Live Stock Judging for Beginners. Purdue Extension 

Circular No. 29. Purdue University, Lafayette, Ind. 
Judging Live Stock. Craig. Kenyon Printing Co., Des 

Moines, Iowa. 
Extension Bulletin No. 5. Department of Agricultural 

Extension, University of Nebraska. Lincoln. 
Dairy Cattle and Milk Production. Eckles. Macmil- 

lan. 
Types and Breeds of Dairy Cattle. Farmers' Bulletin 

No. 106, United States Department of Agriculture. 



20 HIGH-SCHOOL MANUAL 

Horticulture— (By V. V. Westgate.) 

Topics: 

A. Plant Propagation, 3 weeks. 

B. Fruits, 4 weeks., 

C. Ornamentation of Home and School Grounds, 2 

weeks. 

D. Home and School Gardens. 

Equipment and Materials: 

Home and School Garden — The demonstration farm 

should have a part set aside for a school garden. 

Individual plots should be used by students if space 

permits. Individual gardens at home should be used 

for experimentation, in raising vegetables and fruit 

for profit, and for contesting in state and county 

fairs by all students. 
Laboratory — 'Class should use the regular or a special 

laboratory and have a cellar storeroom if possible. 
Equipment: 

Fruit, vegetables, flowers. 

Seeds of vegetables, flowers, and trees. 

Apple stocks and scions for grafting. 

Willow cuttings for budding. 

Various bulbs, corms, tubers, etc. 

Vegetables for storing. 

Flowerpots and shallow boxes for plants and seed- 
lings, cuttings, etc. 

Earthen plates and blotting paper for seed testing. 

Tin cups for making grafting wax. 

Glass beakers or tumblers for making spraying ma- 
terials. 

Garden loam, rotted sod, fine manure, and sand for 
growing plants. 

A pair of pruning shears, a saw, two grafting knives, 
twelve budding knives, a razor strop, six dibbers, 
six hoes, six rakes, a spade, a shovel, a garden 
line and reel, and a wheel hoe. 

Materials for spray mixtures: One peck quicklime, 
five pounds copper sulphate, one pound Paris 
green, soap, and kerosene. 

]\Iaterials for grafting wax: Two pounds resin, one 
pound beeswax, one pound tallow, wrapping cord 
for budding, knitting cotton for grafting. 
References — The following list of publications should be 
obtained by the schools for reference work: 

1. The Farmers' Bulletins of the Department of 
Agriculture relating to Horticulture. (Send to the 
Department of Agriculture. Washington, D. C, and 
have them forward all such available bulletins. Also 
request them to place your name on their list for all 
future bulletins on horticultural subjects as they are 
published.) 

2. The Annual Reports of the Nebraska State Hor- 
ticultural Society. (These may be obtained from the 
secretary of the society, Lincoln, Nebraska.) 



HIGH-SCHOOL MANUAL 21 

3. The bulletins of the Nebraska Experiment Sta- 
tion on horticultural subjects. (Write to the "Di- 
rector of Agricultural Experiment Station," Lincoln, 
Nebraska, and have your name put on the mailing 
list for all such bulletins.) 

The above reports and bulletins may be obtained 
free of charge. In addition to these, the following 
books should be in the school library: 

1. Principles of Fruit Growing. Bailey. Macmil- 
lan & Co., Chicago. 

2. How to Make a Fruit Garden. Fletcher. Double- 
, day, Page & Co., Chicago. 

3. The Pruning Book. Bailey. Macmillan & Co., 
Chicago. 

4. The Nursery Book. Bailey. Macmillan & Co., 
Chicago. 

5. Principles of Vegetable Gardening. Bailey. 
Macmillan & Co., Chicago. 

6. Landscape Gardening. Waugh. Orange-Judd 
Co., Chicago. 

The entire list of books mentioned above may be 
obtained for about ten dollars. 

Second Year 

Soil and Farm Crops, 30 weeks. Plant and Animal Im- 
provement, 6 weeks. 

(Three recitations and two double laboratory periods.) 

Soils and Farm Crops — 
Topics: 

A. Corn. Six weeks in fall season, six weeks at the 

beginning of the second semester. 

B. Wheat and other small grains, 10 weeks. 

C. Grasses. 4 weeks. 

D. Legumes, emphasizing alfalfa, 4 weeks. 

An outline such as the following should be used in 
studying each of the above list of crops. The topics 
under "General Studies" should be touched upon very 
briefly; other topics should be taken up thoroughly 
and in detail: 

1. General Studies. 

a. Botanical relationship and historical develop- 

ment. 

b. Structure and physiology. 

2. Breeding Methods. 

a. Seed selection and storage. 

(1) Examining, identifying, grading, and 
testing grains; use of score card for 
corn. (2) Adaptation to Nebraska 
conditions. (3) Germination test for 
corn. (4) Ear-to-row method of corn 
breeding and other methods of cereal 
breeding. (5) Home breeding plots 
and corn contests. 



22 HIGH-SCHOOL MANUAL 

3. Cultural Methods. 

a. Soil physics and the seed-bed. 

b. Soil moisture. 

c. ]Methods of planting and tillage. 

d. Crop enemies, especially weeds and insects. 

e. Rotation and yields. 

Equipment and Material: 

Breeding Plots — On the demonstration farm, breeding 
plots for corn, wheat, and other crops should be 
maintained. Students should also have their own 
breeding plots at home wherever possible. They 
should use these in the raising of corn for the ^tate, 
county, and local corn contests. 
Laboratory Equipment and Material — 
Glass plate (window glass cut into 4 and S-inch 

squares). 
One com.pound microscope, three hand lenses and 

two dozen glass slides. 
Two dozen flowerpots, 75 cents — $1.50 (tin fruit cans 

may be used). 
Three thermometers, graduated to 100 C, $1 — $3. 
Soil auger, ll^ with 42-inch shank, about $2. 
Five %-inch glass tubing, 3 or 4 feet long. 
Five galvanized iron cylinders. 10 inches in diame- 
ter, 30 inches long, 50 cents each. 
One-half dozen pint tin cups. 
One so-called spun iron crucible, about 25 cents. 
One dozen 4-ounce wide-mouthed bottles, about 50 

cents. 
One dozen 8-ounce wide-mouthed bottles, about 60 

cents. 
One graduate. 200 c. c, about $1.50. 
One solution balance, 20 kilo, at $20. 
Soil, sand, gravel, loam, clay, compost, or well-rotted 

manure, air-slacked lime, common salt, sawdust, 

and straw. 
Dent corn for placing and judging ears. Ten ears of 

two varieties for each pupil. Reid's Yellow Dent 

for one variety. 
Commercial grades of corn in lots of one peck each; 

yellow and white corn, Nos. 1, 2, 3; mixed corn, 

Nos. 1, 2, 3, 4. 
Ears of pod, flint, flour, pop, sweet, and dent corn. 
Threshed wheat, one-half peck lots, of the following 

kinds: durum, northern spring, hard winter, white 

winter, red winter. 
Wheats in head, one for each pupil: Polish, com- 
mon, durum, emmer, and einkorn. 
Commercial grades of wheat in lots of one peck 

each: spring and winter, Nos. 1, 2, 3, 4, and re- 

.iected. 
Side oats and open panicle oats, one head for each 

pupil. 
Commercial grades of oats in lots of one peck each: 

white and mixed oats, Nos. 1, 2, 3 4. 



HIGH-SCHOOL MANUAL 23 

Two-row and six-row barleys, one head for each pupil. 
Threshed barleys, in lots of one peck each: hulled, 
hull-less, bleached, sprouted, sound, and properly 
colored* 
Twelve kinds of grass seed, preferably those grow- 
ing in vicinity; at least 100 seeds of each kind 
for each pupil: brome, timothy, Kentucky blue, 
orchard, meadow fescue, red top, rye, wheat, John- 
son, tall meadow, oat, sheep fescue, crested dog's 
tail, etc. 
Japanese, German, Hungarian, Siberian, and brooms- 
corn millets; red, mammoth, white, alsike, sweet, 
crimson, yellow, burr, Bokhara, Japan, and sanfoin 
clovers, and common and Turkestan alfalfa seed. 
References: 
The Cereals in America. Hunt. Orange-Judd Co., 

Chicago. 
Examining and Grading Grains. Lyon and Montgom- 
ery. Ginn & Co., Chicago. 
The Soil. Lyon and Fippin. Macmillan Co., Chicago. 
Bacteria in Relation to Country Life. Lipman. Mac- 
millan Co., Chicago. 
Soils and Fertilizers. Snyder. Macmillan Co., Chicago. 
Classified List of Free Publications for the Use of 
Teachers, Circular 94, OfRce of Experiment Stations. 
Washington, D. C. 
Experiments with Corn. Bulletin 112. Nebraska Ex- 
periment Station, Lincoln. 
Native Seed Corn. Bulletin 126. Nebraska Experi- 
ment Station, Lincoln. 
The Germination Test for Seed Corn. Extension Bul- 
letin 3. Nebraska Experiment Station. Lincoln. 
Corn, Etc. Extension Bulletin 5. College of Agricul- 
ture, Lincoln. 
Seed Corn. Farmers' Bulletins 415 and 229. United 
States Department of Agriculture, Washington, D. C. 
Plant and Animal Improvement- 
Topics: 

A. Common plant diseases and treatment, 

(1) Potato scab, oat smut, etc. 

B. Improvement of crops by careful selection and 

breeding. 
(Etaiphasize more fully and in detail the work be- 
gun earlier under Farm Crops— Breeding 
Methods.) 

C. Common animal diseases and treatment. 

(1) Use of*hog cholera serum, etc. 

D. Principles of breeding by careful selection and 

crossing. 
(1) Value of pure-bred sires, etc. 
Equipment and Material:* 
References : * 

♦Write Nebraska Experiment Station for Material aad 
References on this course, also see supplementary 
Manual on Industrial Training to be published later 
by State Superintendent and the University.) 



24 HIGH-SCHOOL MANUAL 

Third Year 

The Farmstead, 24 weeks. Farm Machinery, 12 weeks. 
(Three recitations and two double laboratory periods.) 

The Farmstead— (By L. W. Chase.) 
Topics: 

A. Arranging and handling fields. 

B. Farm Architecture. 

(1) Arranging buildings. (2) Planning buildings. 
(3) Building materials, with uses. (4) Water 
systems. (5) Sanitation. (6) Heating and 
ventilation. (7) Lighting. (8) Fenclnfi;. 

C. Surveying. 

D. Train age. 

E. Roads. 

Farm Machinery and Farm Motors — (By L. W. Chase.) 

Topics: 

A. Units. 

B. Machinery. 

(1) Tilling. (2) Seeding. (3) Harvesting. (4) 
Threshing. (5) Wagons. 
('. Farm, motors. 

(1) Windmills. (2) Steam, and internal combus- 
tion engines. (3) Traction engines. 

Equipment and ^Material: 

The dem-onstration farm and the farm home of the 
student should constitute the laboratory for the 
ma.ior portion of the course. Implements at the 
establishment of the local dealer can usually be se- 
cured for the Farm Machinery work. The supple- 
mentary high school manual on industrial work to 
be published later by the State Department of Public 
Instruction and the University will contain a more 
detailed outline of the method of work in the course. 
References: 

Farm Buildings. Orange-Judd Co., Chicago. 

Heating and Ventilating Residences. J. D. Hoffman. 
Lincoln, Nebraska. 

Concrete About the Home and On the Farm. Uni- 
versal Portland Cement Co., 30 Broad St. New York. 

Farm. Drainage. Elliott. .lohn Wiley & Sons. 

Farm Machinery and Farm Motors. Davidson and 
Chase. Orange-Judd Co., Chicago, 

Sand and Clay Roads in the Middle West. 
Farmers' Bulletin No. 91. U. S. Department of Agri- 
culture. 

Sand Clay and Burnt Clay Roads. Farmers' Bulletin 
311, U. S. Department of Agriculture. 
• I^se of Split Log Drag on Earth Roads. F'arraers' Bul- 
letin-321. U. S. Department of A.griculture. 

IMacadam Roads. Farmers' Bulletin 338, U. S. Depart- 
ment of Agriculture. 



HIGH-SCHOOL MANUAL 



Fourth Year 



Soil Fertility and Permanent Agriculture, 24 weeks;. 
Dairying, 12 weeks. 

(Three recitations and two double laboratory periods.) 
Soil Fertility— (By P. B. Barker.) 

Topics: * 

A. Crop requirements. 

(1) Ten essential plant food elements. (2) Six 
plant food elements derived from soil particles. 

(3) Nitrogen. (4) Amounts of each element 
removed by each of the following named: 
corn, wheat, oats, alfalfa, clover. 

B. Fertility of Soils. 

(1) Factors determining crop producing power of 
soils. (2) Amounts of each of the following 
named in average soils: nitrogen, phosphor- 
us, potash, calcium, magnesium, iron, and 
sulphur. (3) Elements most frequently de- 
ficient. 

C. Availability of plant-food elements. 

(1) Fertilizers. (2) Crop rotations. (3) Tillage. 

(4) Drainage. (5) Soil water. (6) Organ- 
isms. (7) Soil air. (8) Soil temperature. (9) 
Soil management. 

Equipment and Material: 

Very little or no additional equipment to that required 

in "Soils and Field Crops" for the second year is 

required in this course. 
References: 

Soil Fertility and Permanent Agriculture. Hopkins. 

Ginn & Co., Chicago. 
Fertilizers and Field Crops. Van Slyke. MacMillan 

Co., Chicago. 
First Principles of Soil Fertility. Vivian. Orange- 

Judd Co., Chicago. 
See list of publications. Office of Experiment Stations, 

Circular 94, U. S. Department of Agriculture. 

Dairying — (By J. H. Frandsen.) 
Topics: 

A. Composition and General Characteristics of Milk. 
(Six weeks, with laboratory exercises.) 
(1) Use of the Babcock test. (2) The lactometer 
and its use. (3) Cream ripening and churn- 
ing. (4) Packing and marketing of butter. 
P. Dairy Cattle and .Alilk Production, 6 weeks. 

(1) Starting a dairy herd. (2) Selection of the 
individual cow. (3) Selection of the herd 
bull. (4) Calf raising. (5) Best development 
of the dairy heifer. (6) Management of dairy 
cattle. (7) Feeding for milk production. (8) 
Stables for dairy cows. (9) Common ail- 
ments of dairy cattle. (10) "Pedigrees," "The 
Registry of Merit," and "The Advanced Reg- 
istry Official." 



26 HIGH-SCHOOL MANUAL 

Equipment and Material: 

For dairy laboratory the regular chemistry or physics 
laboratory may be used. It should be equipped, 
however, with the following list of special dairy ap- 
paratus: 

12 bottles-Agos-cast-iron covered Babcock tester, 
A.* H. Barber Co., Chicago, or 12 bottles-Facile 
tester, J. G. Cherry Co., Cedar Rapids, Iowa — 
$14.00. 
Milk bottles, cream bottles, pipettes and acid nec- 
essary to accompany tester, A. H. Barber Co., 
Chicago, or J. G. Cherry, Cedar Rapids, Iowa. 
6 lactometers and lactometer jars. Sample tubes 

for milk samples, same companies. 
5-8 gallon churn and hand worker, same companies. 
1-15 gallon jacketed vat, Omaha Creamery Pack- 
age Co., Omaha, Neb. 
For laboratory work under "B" of the course of study 
the student should have access to pure bred dairy 
cattle in the vicinity of the school. Students should 
weigh and test milk from the cows of such herds and 
in their own laboratory calculate the butter fat pro- 
duced by each cow. Suitable rations for these cows 
should also be computed by students. 

References: 

Dairy Cattle and Milk Production. Eckles. Macmillan 
Co., Chicago. 

Types and Breeds of Dairy Cattle. Farmers' Bulletin, 
U. S. Department of Agriculture, Washington, D. C. 

Dairy Chemistry. Snyder. Macmillan Co., Chicago. 

Feeds and Feeding. Henry. Macmillan Co., Chicago. 

Bulletins on Dairying from Nebraska Experiment Sta- 
tion. 

The Committee wishes to recommend to superintendents 
and principals the largest liberty in the inauguration of 
new courses in agriculture in their respective high schools. 
Accordingly the preceding rather extensive four-year 
course has been suggested. Principals and superintend- 
ents should feel at liberty to change the order of subjects 
where there are good reasons for it and where such change 
would make the course more effective. The course in agri 
culture should, above all things, be adapted to local needs. 
In some high schools where there is a large rural element 
in the student body, it may be wise to make the course in 
agriculture cover two years, with two agricultural studies 
each semester. The whole four-year course as recom- 
mended above could then be completed by farm boys in 
two years. The order of the course would be as follows: 



HIGH-SCHOOL MANUAL 



27 



First Year 



First Semester 
English 
Algebra 

Soils and Farm Crops 
A.nimal Husbandry 



r 



Second Semester 
English 
Algebra 

Animal Husbandry, 6 weeks 
Soils and Farm Crops, 12 

weeks 
Horticulture, 12 weeks 
Plant and Animal Improve- 
ment, 6 weeks 

Second Year 

English English 

Geometry Geometry 

The Farmstead The Farmstead, 6 weeks 

Soil Fertility and Permanent Farm Machinery and Motors 
Agriculture 12 weeks 

Soil Fertility and Permanent 
Dairying, 12 weeks 
Agriculture, 6 weeks 

Many schools may desire to start a two-year course with 
one agricultural subject each semester. In such a course 
the subject should be taken up much as suggested in the 
outlines in the four-year course, but naturally not so ex- 
haustively. The same equipment and material, references, 
etc., are necessary. 



First Year 

Animal Husbandry, 18 weeks. Farm Crops, 18 weeks. 

Second Year 

General Agriculture, 36 weeks. 

General Agriculture should include: 

(1) Horticulture. (2) The Farmstead. (3) Farm 
Machinery and Farm Motors. (4) Plant and 
Animal Improvement. (5) Soil Fertility and 
Permanent Agriculture. (6) Dairying. 
(See outline in four-year course.) 
For schools desiring a one-year course only, the follow- 
ing plan is suggested: 

First Semester 

Animal Husbandry, 9 weeks. Soils and Farm Crops, 9 
iv'eeks. 

Second Semester 

General Agriculture, 18 weeks. 

(This course should take up briefly the same subjects as 
suggested in the outline in the two-year course in Greneral 
Agriculture.) 



28 HIGH-SCHOOL MANUAL 



ASTRONOMY 

Astronomy is a difficult subject to teach in the high 
school. It is an inherently mathematical subject. Not 
that it should involve many problems or formulae; it is 
better to leave these mainly for more advanced work. Yet, 
inevitably, astronomy is full of geometrical conceptions 
which we can not avoid; real motions in space and the re- 
sulting apparent motions on the sphere must be clearly 
comprehended and correlated. The pupil must learn to 
infer the real from the apparent, the apparent from the 
real. The teacher of astronomy should be able to discover 
and remove the pupil"s difficulties, especially that of pass- 
ing from the real to the apparent and from the apparent 
to the real. 

To meet this need, two lines of collateral study are 
almost indispensable, a frequent use of the celestial globe 
and considerable observational work in the sky itself. The 
pupil should know the principal constellations; should ob- 
serve and chart on star maps the motions of planets; 
should determine by observation, however roughly, the 
latitude of his town. Such laboratory manuals as Wilson's 
"Laboratory Astronomy" (Ginn & Co.), Swezey's "Practi- 
cal Exercises in Astronomy" (Appleton), or Byrd's "Lab- 
oratory Manual in Astronomy (Ginn & Co.), will help the 
teacher to teach by observation. Some textbooks on 
astronomy give a few suggestions of the sort, especially 
Comstock's "A Text-Book of Astronomy" (Appleton), and 
Todd's "New Astronomy" (American Book Co.). Both are 
excellent texts. 

No school should undertake astronomy without having 
in the library some star atlases, in the laboratory a celes- 
tial globe, and in the teacher's chair some one who knows 
how to use them. Upton's "Star Atlas" (Ginn & Co.), or 
Klein's "Star Atlas" (Young & Co., New York), are good. 
Less elaborate maps, but probably more useful for the be- 
ginner, are given in Swezey's "Manual" and in Young's 
"Lessons in Astronomy," but as a textbook Young's "Man- 
ual of Astronomy" is better than his "Lessons in Astron- 
omy." 

"The American Ephermeris and Nautical Almanac," pub- 
lished by the Nautical Almanac Office, Washlngion, at one 
dollar a year, will prove a great fund of exact information 
about the actual positions and motions of the heavenly bod- 
ies. "Popular Astronomy," a monthly magazine published at 
Northfield, :\Jinn. ($3.r;0 a year), will give much interesting 
reading and current information about the heavens and 
about astronomical work. The following books of a pop- 
ular sort would be valuable for collateral reading: 
Ball. The Story of the Heavens. Cassell & Co.. $5. 
Gore. The Visible Universe. Macmillan, $3.75. 
Langley. The New Astronomy. Houghton, Mifflin & Co., 

$5. 
Lowell. Mars. Houghton, Mifflin & Co., $2.50. 
Ball. Great Astronomers. Isbister, 7s. 6d. 



HIGH-SCHOOL MANUAL 29 

Newcomb. The Stars. Murray, London. 

Flammarion. Astronomical jMyths. Macmillan. 

Maunder. The Royal Observatory. Religious Tract Soci- 
ety, London. 

Gore. Flammarion' s Popular Astronomy. Chatto & Win- 
dus, 16s. 

Jacoby. Practical Talks by an Astronomer. Scribner. 

Clerk. Problems in Astrophysics. A. & C. Black. 

Hale. Stellar Evolution. University of Chicago Press. 

BOTANY 

Time — Preferably one year should be given to botany. 
It is better to begin with the opening of the fall term and 
continue as a full study to the end of the school year, cov- 
ering two credit points. Where it is impossible to give this 
much time to botany, the work may alternate with some 
other subject, and one point may be covered. Even in such 
case it is better to begin the study in the fall. 

Here as elsewhere, a "credit point" must include not 
less than three class periods per we-ek, for recitations, lec- 
tures, quizzes, etc., and four periods (preferably two double 
periods) per week' for the laboratory work. 

The Laboratory — Modern botany requires a properly 
equipped laboratory. This must be well lighted, preferably 
from the north sky, and should be provided with firm 
tables, 27 or 28 inches high, and needful shelves and cases 
at the sides of the room. 

The microscopes should be from some good maker, so as 
to secure good results. Each microscope should have two 
objectives (low and high powers), and at least a fine ad- 
justment. Coarse adjustment by rack-and-pinion, and 
double nose pieces while convenient are not indispensable. 
It is a waste of money to purchase "immersion objectives" 
or "mechanical stages" for the use of high-school pupils. It 
is quite desirable that there should be one or more simple 
eye-piece micrometers in the laboratory to enable the 
pupils to make measurements of objects. 

.Microscopes such as are here recommended may be pui^ 
chased of American makers (as Bausch & Lomb Optical 
Company, Rochester, N. Y., or Spencer Lens Company, 
Buffalo, N. Y.) for about $25, or from German makers (as 
Leitz, Reichert, or Zeiss) for a little less when imported 
free of duty. It is recommended that in all cases the 
purchases should be made directly from tlie makers so as 
to avoid paying commissions to middlemen. 

There should be provided with each microscope a set of 
dissecting instruments. Good dissecting sets are made by 
the firms mentioned above, each containing a scalpel, for- 
ceps, scissors, needles, and pipette, and sold for about $1. 
The usual glass slips, cover-glasses alcohol, reagents, etc., 
should be freely supplied. These need not cost more than 
$1 for each microscope. 



30 HIGH-SCHOOL MANUAL 

Some work may be done by the class under the direction 
of the well-prepared teacher, with but one microscope and 
the other appliances, but as soon as possible there should 
be in every high school several microscopes, each with its 
accessories. There should be at least one-fifth as many 
microscopes as there are students in the class. Of course, 
it is understood that in each laboratory exercise each pupil 
has the exclusive use of one microscope. 

It is very desirable that every botanical laboratory 
should have a School Herbarium which contains authen- 
tically named specimens of all the plants of the region, and 
it should be the ambition of the classes in botany to add to 
this each year. The University will be glad to aid its 
accredited schools in this matter. 

The Laboratory Work — The aim is to give the student 
a general outline of modern botany, including a fair knowl- 
edge of the principal types of plants and the modifications 
they have undergone. For this purpose the teacher should 
have an abundance of material properly prepared for class 
use. Some of it may be preserved in alcohol (50 per cent) 
or formalin (4 per cent), while much more may be in the 
form of dried herbarium specimens. As far as possible, 
however, it is better to have fresh material, which should 
be kept growing in the laboratory, or brought in at fre- 
quent intervals. 

The standard course of thirty-six weeks' work should be 
something like the following: 

First Semester 

*1. Plant cells and their contents. 

2. The kinds of plant cells (tissues). 
*3. The lowest plants — the blue-greens. 
*4. The lower green plants — the green slimes. 
*5. The pond scums. 

6. The green felts. 
*7. The lower fungi. 

8. The seaweeds, 
*9. The sac-fungi. 
*10. The rusts. 
11. The smuts. 



12. 


The puffballs. 


*13. 


The mushrooms. 


14. 


The lichen-fungi. 


*15. 


The mosses. 


*16. 


The ferns. 




Reviews. 




Second Semest 


17. 


The young pine cones. 


18. 


The mature pine cones. 


19. 


The leaves of pines. 


*20. 


Class work on the forms of 


*21. 


*22. 


leaves, flowers, and fruits. 


*23. 





HIGH-SCHOOL MANUAL 31 

*24. Easter lilies. 
*25. Buttercups. 
*26. Carnations. 
*27. Lilacs, and ash trees. 
*28. Strawberries. 
*29. Roses and apples. 
*30. Dandelions. 
31. Seeds. 
*32. Seedlings. 

Reviews. 

Where but one semester can be given to the work, those 
topics marked with an asterisk (*) should still be included, 
but those from 20' to 32 may be considerably shortened, 
without omitting any. 

Drawings. — At every stage the student should be re- 
quired to make careful drawings in his notebook, accom- 
panied by concise descriptions of essential characters. 

Laboratory Material. — The Department of Botany of the 
University will supply laboratory material to the accred- 
ited schools for cost of collection, preparation, and postage. 

Field Work and Herbarium. — Each student should have 
some practice in the collection and preservation of speci- 
m.ens. He should learn the art of herborization by actual 
field work, and should have enough practice in the drying, 
mounting, and labeling of specimens to do the work satis- 
factorily. Where there is little or no such systematically 
arranged laboratory work as is outlined above, each student 
should prepare, as a result of his field work, a herbarium 
of at least one hundred species, mounted on standard 
herbarium sheets (111/2 by I6V2 inches), and properly 
labeled. Such paper of the proper weight, and already cut 
to the exact size may be bought at a reasonable figure from 
the Nebraska School Supply House in Lincoln. 

Where the student performs the laboratory work indi- 
cated above, it is sufficient to prepare thirty-five specimens. 
The specimens should consist of representatives of each 
of the larger groups of the vegetable kingdom. 

Warning, — Teachers are warned that filling pages of 
"blanks" (found in so-called "herbariums") is not only un- 
necessary but wholly unscientific. No botanist uses such 
blanks in preparing his descriptions, and pupils certainly 
should not be required to do so. On the label (about 2 by 
4 inches in size) should be written (1) the scientific name, 
(2) the common name, (3) habitat, (4) locality, (5) date, 
(6) collector's name. This is far better than to fill per- 
functorily a "blank" with unnecessary data and inconse- 
quential remarks. 

The Botanical Library. — Each accredited school should 
have a carefully selected library of botanical books to 
which students may have access under proper restrictions. 
The following list will be helpful in the selection of books, 
those starred being recommeiided as valuable for use as 
text-books or manuals: 
Arthur & MacDougal. Living Plants and Their Properties. 

Useful for supplementary readings. 
*Bergen. Elements of Botany. For ordinary schools. 



32 HIGH-SCHOOL MANUAL 

*Bergen and Davis. Principles of Botany. For advanced 

schools only. 
*B€Ssey. Elementary Botany. For smaller high schools. 
Contains also a manual of the genera of the common 
plants of Nebraska, from the lowest to the highest. 
*Bessey. Essentials of Botany. For advanced schools 

only. . 

*Bessey. Outlines of Plant Phylea. Gives a condensed 

outline of the plant kingdom. 
*Britton. JNIanual of the Flora of the Northern States and 
Canada. Contains descriptions of all the ferns and 
flowering plants found growing wild in any part of 
Nebraska. 
*Caldwell. Handbook of Plant Morphology. For advanced 

schools only. 
Campbell. University Text Book of Botany. A large 

work, very useful for reference. 
Conn. Bacteria. Yeasts, and Moulds in the Home. For 

supplementary readings. 
Coulter. Plant Relations. Useful for supplementary read- 
ings by older pupils. 
*Coulter. A Text-book of Botany for Secondary Schools. 

Very good. 
Coulter, Barnes and Cowles. Textbook of Botany. One 

of the best reference books for the high school. 
Ganong. Laboratory Course in Plant Physiology. Con- 
tains many interesting experiments. 
Gray. New manual of Botany, seventh edition. Useful in 
the eastern tier of counties, but does not cover the 
whole state. 
Hall. How to Use the '^Microscope. 

*Leavitt. Outlines of Botany. For use in the less ad- 
vanced schools. 
MacDougal. Elementary Plant Physiology. For supple- 

m.entary readings by advanced pupils. 
MacDougal. Nature and Work of Plants. For supple- 
mentary readings. 
Osterhout. Experiments with Plants. Full of interesting 

experiments, m.any of which are easily made. 
^Petersen's Flora of Nebraska. Contains keys to all of our 

flowering plants. Very useful. 
Pinchot. Primer of Forestry. Gives an insight into this 

important field of botany. 
Sargent. Corn Plants. Useful for supplementary readings 
by young pupils. 
To the foregoing should be added a subscription for the 
botanical journal, "The American Botanist," which is pub- 
lished at Joliet, Illinois. 

A general magazine, "The Guide to Nature," published 
at Sound Beach Conn., contains a good deal of elementary 
botany, as well as much about nature in general. 

Teachers are urged to secure the bulletins relating to 
plants issued free of charge by the United States Depart- 
ment of Agriculture, Washington, D. C, the Nebraska Ag- 
ricultural Experiment Station at Lincoln, Nebr., and those 
issued by the experiment stations of other states 



HIGH-SCHOOL MANUAL 33 

CHEMISTRY 

If the student is to cover with reasonable thoroughness 
the generally accepted elementary course, he should spend 
at least seventy hours in lectures and recitations and 
ninety hours in the laboratory. This means practically 
that the class should meet for lecture or recitation three 
periods (forty minutes each) a week each semester, with 
two double periods a week in the laboratory throughout 
the year, or for class-room work six periods, and for labora- 
tory four double periods a week for one semester. If the 
teaching is efficient, the equipment sufficient, and the 
work of the student satisfactory, the two-point require- 
ment of the University for entrance is satisfied. 

Lectures with good demonstrations of difficult and strik- 
ing experiments and oral quizzes should be made about 
equally important portions of the class-room. The teach- 
er's work should be based upon a good text-book. The 
laboratory work is the most important element in acquir- 
ing a good knowledge of the subject, either elementary or 
advanced, and should be given more time than is usually 
devoted to it in the high school. It should be based upon 
a good laboratory manual and should include experiments 
illustrating chemical truths, the characteristic properties 
of typical non-metals and m^etals and. if possible, a little 
rough quantitative work, and a brief study of a few of the 
commonest compounds of carbon. 

The most important factor in securing efficient results 
from the study of the sciences in high schools is the 
teacher. A teacher insufficiently trained in science can 
not be expected to do good work even with unlimited 
funds. But the best of teachers should not be expected to 
teach without at least a certain amount of money for the 
purchase of equipment and chemicals. Furthermore, those 
who have the finances in charge must realize that each 
student in science will use up or destroy a certain amount 
of the laboratory supplies and that consequently the 
teacher must be allowed a sum each year for the replace- 
ment of the equipment thus used. Especially is this true 
in chemistry, where from three to five dollars a year (ac- 
cording to the condition of the original equipment) will 
be needed to replace what the student will necessarily use. 

The Laboratory — The necessary laboratory furnishing 
need not be very expensive. Good light, solid tables, gas 
connection for every student if gas is to be had (other- 
wise good alcohol lamps), water both distilled and or- 
dinary, and a sink not too far from the students' tables, 
plenty of case room for chemicals and apparatus, and a 
hood with good draft are the only essentials. The tables 
should be about forty inches high and, if possible, should 
be built with one shelf above for the common reagents, 
and with drawers and cupboards below so that each stu- 
dent may have his own set of apparatus, lock it up, and be 
responsible for it. 



34 HIGH-SCHOOL MANUAL 

Apparatus and Chemicals — The amount and cost of 
chemicals and apparatus needed for the above mentioned 
work and based upon a certain number of students are 
given with a fair degree of accuracy in a number of lab- 
oratory manuals. For a class of ten students the cost of 
these materials need not be more than about $100. Among 
the more reliable laboratory supply houses are the fol- 
lowing: 

E. H. Sargent & Co., Chicago, Illinois. 
Central Scientific Company. Chicago, Illinois. 
Denver Fire Clay Company, Denver, Colorado. 
Bausch & Lomb Optical Company, Rochester, New York. 
Scientific Materials Company, Pittsburg, Pennsylvania. 
Eimer & Amend, New York City. 

If the school can afford to buy apparatus and chemicals 
in some quantity, say, to the amount of $300 or $400, it 
will pay to have the material imported from abroad. Under 
United States law it may be imiported free of duty for 
teaching purposes by any educational institution. A very 
considerable saving may be thereby effected. The import- 
ing may be done direct or through some responsible house 
such as those mentioned. 

The Library — Every high school should have a well- 
selected, even if small, chemical library. Students should 
have access to the books and be encouraged to consult 
them. The following list is suggested as a standard to- 
ward which the school should strive. Where funds are in- 
sufficient Nos. 1, 5, 6, 7 (or 8), 13, 14, 15, 17, and 18 may 
be at first- omitted. 

Reference Books 

1. Roscoe and Schorlemmer. Treatise on Chemistry. In- 

organic Part, Vols. I and II. Appleton, $10. 

2. Holleman and Cooper. Text-book of Inorganic Chem- 

istry. Wiley, $2.50. 

3. Remsen. Advanced Course. Holt, $2.80. 

or 
Newth. Text-book of Inorganic Chemistry. Longmans, 
Green & Co., $1.75. 

4. Remsen. Organic Chemistry. Heath. $1.20. 

5. Holleman and Walker. Organic Chemistry. Wiley, 

$2.50. 

6. Walker. Introduction to Physical Chemistry. Mac- 

millan, $3.25. 

7. Benedict. Chemical Lecture Experiments. Macmil- 

lan, $2. 

8. Newth. Chemical Lecture Experiments. Longmans, 

Green & Co.. $2. 

9. Dobbin and Walker. Chemical Theory for Beginners. 

Macmillan, 70 cents. 

10. Ramsay. Experimental Proofs of Chemical Theory. 

Macmillan, 60 cents. 

11. Ostwald. Foundations of Analytical Chemistry. Mac- 

millan, $2. 
■12. Venable. A Short History of Chemistry. Heath $1. 



I 



HIGH-SCHOOL MANUAL 35 

13. Venable. The Periodic, Law. Chemical Publishing 

Co.. $2.50. 

14. Prescott and Johnson. Qualitative Chemical Analysis. 
Van Nostrand, $3.50. 

15. Olsen. Quantitative Analysis. Van Nostrand, $4. 

16. Smith and Hall. Teaching of Chemistry and Physics 

in Secondary Schools. Longmans, Green & Co.. $1.50. 
Kahlenberg. Outlines of Chemistry. Macmillan, $2.60. 
Smith. Introductory Inorganic Chemistry. Century, 
$2.25. 

Jones. Introductory to Physical Chemistry. Macmil- 
lan, $1.25. 

17. Thorpe. Dictionary of Applied Chemistry. 3 vols. 

Longmans, Green & Co., $50. 

18. Watt. Dictionary of Chemistry. 4 vols. Longmans, 

Green & Co., $50. 

Text-books and Laboratory Manuals 

Remsen. Briefer Course. Holt, $1.12. 

Williams. Elementary Chemistry (with experiments). 
Ginn & Co., $1.10. 

Clarke and Dennis. Elementary Chemistry. American 
Book Co., $1.10. 

Dennis and Clarke. Laboratory Manual. American Book 
Co., 50 cents. 

Bradbury. Elementary Chemistry (with experiments). Ap- 
pleton, $1.25. 

Hessler and Smith. Elementary Chemistry (with experi- 
ments). Sanborn, $1.20. 

Newell, L. C. Descriptive Chemistry. Heath, $1.20. Part 
I, $1; Part II, 40 cents. 

Peters. Modern Chemistry. Merrill, $1.10. 

Peters. Laboratory Manual. Merrill, 60 cents. 

Brownlee and Others. First Principles of Chemistry. 
Allyn & Bacon, $1.25. 
(Separate "Laboratory Exercisefe" 50 cents.) 

McPherson and Henderson. Elementary Sfudy of Chemis- 
try. Girin & Co., $1.25. 

("Exercises in Chemistry" separate 40 cents.) 

Godfrey. Elementary Chemistry. Longmans, Green & 
Co., $1.10. 

Morgan and Lyman. An Elementary Text-book. Macmil- 
lan (preparing). 

CIVICS 

Matter — The subject-matter should embrace national, 
state, and local government. When sufficient time is de- 
voted to the study, the historical growth of each institu- 
tion should be included. 

.(1) In general, the origin, provisions, and interpreta- 
tion of the Constitution of the United States, in broad out- 
liae,, should be fairly well mastered. Attention to the 
struggle for a stronger national government, during the 
so-called critical period preceding the convention of 1787, 
will greatly add to the interest. Careful attention should 



36 HIGH-SCHOOL MANUAL 

be given to the actual workings of the Federal Govern- 
ment; while the origin and organization of political par- 
ties should be considered. The character and purpose of 
the Australian ballot, the direct primary, and the move- 
ment for proportional representation should be thoroughly 
understood. In like manner, the evils of the "spoils sys- 
tem" and the benefits of the "merit system" should be 
explained. 

(2) The same general plan may be adopted in the study 
of the state constitution. Here, however, the work may be 
made more concrete; and it may be developed more from 
observation of actual government. In some schools "field 
work" in the form of conferences with public officers may 
be required. Often it may be found more practical to 
have copies of statistics from the tax collector, assessor, 
or other official than to ask a personal interview. Pro- 
vision should be made for putting into each pupil's hands 
copies of ordinances passed by nis governing body, sec- 
tions of state or federal laws, legal forms of wills, mort- 
gages, notes, abstracts of title, contracts, and the like. 
So far as practicable the student should come into personal 
contact with the various departments of the state govern- 
ment, legislative, executive, and judicial. Especial atten- 
tion should be given to the provision made by the state for 
the poor, the unfortunate, the criminal and delinquent 
classes, and for the restriction of child-labor. 

(3) The local government should be studied in detail, 
with some attention to the origin of the three types of 
local organization existing in the United States. Begin- 
ning with the school district, the work may be extended to 
the township, county, village, and city. The chief evils 
in American municipal government, with the more impor- 
tant remedies suggested, should be pointed out. In partic- 
ular the nature and purpose of the initiative and referen- 
dum should be explained. About two-thirds of the time 
should be devoted to local government. 

Method — A text-book may be placed in the hands of 
the class, but it ought to be supplemented by library read- 
ings, and when practicable, by some field work. A number 
of reference books is ■essential. Written examinations 
should be held frequently; and, where sufficient time is 
assigned to civics, carefully prepared special papers may 
be required. Each student should keep a notebook. The 
present tendency to raise civics and American history to 
the twelfth grade should be encouraged. Studies so essen- 
tial as a training for good citizenship should be taken up 
when the mind of the pupil is most mature. It is highly 
desirable, for the same reason, that more time should be 
given to the subject. A separate full course in political 
science, as such, ought to find place in every four-year 
high school. 



HIGH-SCHOOL MANUAL 37 

Text and Reference Books 

1. For use as Texts. 

Ashley, R. L. American Government. Macmillan Co., $1. 
*Ashley, R. L. The American Federal State. Macmillan 

Co., $2. 
Boynton, F. D. School Civics. Ginn & Co., $1. 
Boynton-Fulmer. School Civics. With the State and Local 

Government of Nebraska. Ginn & Co., $1. 
Fiske, John. Civil Government in the United States. 

Houghton, Mifflin & Co., $1. 
Forman, S. E. Advanced Civics. Century Co., $1.25. 
*Hinsdale, B. A. The American Government, National and 

State. American Book Co., $1.25. 
James, J. A., and Sanford, A. H. Government in State and 

Nation. Scribner Sons, $1.25. 
Lansing, Robert, and Jones, Gary M. Government, Its 

Origin, Growth, and Form in the United States. Silver, 

Burdett & Co., 72 cents. 
Moses, Bernard. The Government of the United States. 

Appleton & Co., $1.05. 
Willoughby, W. W. The Rights and Duties of American 

Citizenship. American Book Co., $1. 
Young,- A. W., and Clark, S. S. The Government Class 

Book. Maynard. Merrill & Co., $1.05. 

2. For Reference and Outside Reading. 

Bryce. James. The American Commonwealth. Abridged 

edition. Macmillan Co., $1.75. 
Dawes, F. G. How We Are Governed. Ginn & Co., $1, 
Goodnow, F. G. City Government in the United States. 

Century Co., $1.25. 
Harrison, Benj. This Country of Ours. Scribner's Sons, 

$1.50. 
Hart A. B. Actual Government. Longmans, Green & Co., 

$2. 
Leacock, Stephen. Elements of Political Science. Hough- 
ton, Mifflin & Co., $1.75. 
Macy, Jesse. Party Organization and Machinery. Century 

Co., $1.25. 
Stanwood, Edw. A History of the Presidency. Houghton, 

Mifflin & Co., $2.50. 
Wilson, Woodrow. The State. D. C. Heath & Co., $2. 
Woodburn, J. A. Political Parties and Party Problems. 

Putnam, $2. 
The Congressional Directory and House and Senate Man- 
uals are packed with material on our government and may 
be- obtained free by writing your congressman or senator. 
The Statesman's Manual is of constant service. 



* Rather heavy for any but advanced classes in a four- 
year school. Good for reference shelf where not used as 
the text, as are also Fiske, Forman, Moses, and Willoughby. 



38 HIGH-SCHOOL MANUAL 

ECONOMICS 

One has only to mention the leading questions of the 
day, as those concerning the tariff, the trusts, railways, 
municipal monopolies, money and banking, taxation, con- 
flicts of labor and capital, socialism, political and social 
reform, to show that they are largely economic in their 
character; and for this reason, if for no other, the ele- 
ments of economics should be taught in the high school, 
A good deal of instruction in this subject can be given in 
connection with work in English, geography, history, and 
civics, but it is probable that a regular course in economics 
should be given in the twelfth grade, and as early ih the 
year as possible. Inasmuch as economic subjects are 
usually chosen for interscholastic debates, students pre- 
paring for these contests will be particularly interested, 
but many others will be glad to have some insight into 
the economic organization of society and the laws which 
govern industrial activity and development. Economics is 
the most exact of all the social sciences, the "new human- 
ities," and is taking its place in the high-school course be- 
cause of the interest which it arouses, its value as a dis- 
cipline, its importance in the training of citizens and as an 
essential part of a liberal education. 

The following text-books may be mentioned as among 
the best, with the suggestion that the students be asked to 
do some collateral reading in more advanced books and in 
m„agazines, where many articles of great interest may be 
found: Textbooks 

Raper, C. L. Principles of Wealth and Welfare. Macmil- 

lan, $1. 
Burch, H. R., and Xearing. Scott. Elem.ents of Economics. 

]\Iacmillan, $1. 
Thurston, H. W. Economics and Industrial History. Scott 

Foresman, $1. 
Bullock, C. J. Introduction to the Study of Economics. 

Silver, Burdett, $1.20. 
Seager, H. R. Economics Briefer Course. Henry Holt, 

$1.75. 
Ely and Wicker. Introduction to Economics. ]\Iacmillan. 
Taylor, W. G. L. Exercises in Economics. The University 
Publishing Co., Lincoln. 

Books of Reference 
Ely, R. T. Outlines of Economics. ]\Iacmillan. 
Seager, H. R. Introduction to Economics. Holt. 
Seligman, E. R. A. Principles of Economics. Longmans, 

Green & Co. 
Fisher. Irving. Elementary Principles of Economics. Mac- 

millan. 
Marshall, Alfred. Principles of Economics. Macmillan. 
Taussig. F. W. Principles of Economics. 2 vols. Mac- 
millan. 
Nicholson, J. S. Principles of Political Economy. 3 vols. 

Macmillan. 
Palgrave. Dictionary of Political Economy. 3 vols. (Mac- 
millan. 



I 



HIGH-SCHOOL MANUAL 39 

ENGLISH 

A special discussion of various topics for the study of 
English, combining rhetoric and English literature, is con- 
templated, and will be issued in a special bulletin in the 
fall semester. 

FRENCH 

Schools preparing in French should offer thorough in- 
struction in pronunciation, grammar, and accurate reading. 

First Year 

Any good grammar, with constant drill on pronunciation, 
sentence-form, verbs, vocabulary, and idioms; reading of 
one hundred fifty to two hundred pages of French. 

Second Yeai' 

Continuation of first year's work, including from three 
hundred fifty to four hundred pages of reading, mostly 
modern authors. 

Texts may be chosen from the report of the Committee 
of Twelve of the Modern Language Association of America. 

Reference Books 

Edgren and Burnet's Dictionary. 
Warren's Primer of French Literature. 
Duval's Literature (French). 
Duruy's Histoire de France. 

GEOLOGY 

Geology is the application of all the natural sciences in 
understanding the earth. Accordingly it exercises many 
faculties, but above all develops the power of observation. 
Since things geological surround and become a part of the 
daily experience of every man, a little training in geology 
is a desirable part of every one's early training. Whether 
it be rocks, soils, or crops nourished by them, the rain, or 
any of the many associated conditions,— it is all geological, 
and every one, no matter what his walk in life is to be, is 
the be'tter for a little knowledge of the commoner and 
simpler laws governing such matters. He will at least be 
able to account rationally for ordinary phenomena. 



40 HIGH-SCHOOL MANUAL 

Geology must necessarily be taught in an elementary way 
in the secondary schools, but it should not be omitted en- 
tirely from the course of study. The best work which the 
teacher of geology can do is to train the students to notice 
such universal geological work as the action of the wind, 
rain, frost, stream, tide, etc. Such work demands no tools 
or apparatus, entails little loss of time and involves no 
expense. Send the students into the field, for it is the best 
laboratory. In making short excursions either alone or ac- 
com.panied by an instructor, each student should carry a 
stout knife, garden trowel, or light pick to dig with, and 
some sort of hammer, preferably a geological hammer. 
Old newspapers are suitable for wrapping small specimens 
which are to be taken home. The specimens should be 
labeled, at least with the place, date, collector, and name 
of the specimen when learned, and notes should be written 
out respecting the work done. Students apparently enjoy 
making columnar sections and plotting on paper the soil, 
subsoil and rocks as far as it is exposed. All that is needed 
ordinarily is a start. 

In order to encourage and promote an interest in the 
study of physical geography and elementary geology, the 
University furnishes, upon application, sets of duplicate 
specimens to such accredited schools as have suitable 
cases for them. These sets, to which occasional additions 
are made, are educational in nature, consisting of miner- 
als, rocks, fossils, etc., and are part of the donations by the 
Hon. Charles H. Morrill. 

A sm.all reference library is essential. As far as pos- 
sible the books should cover a variety of subjects related 
to geology and physical geography. 

Laboratory practice with rocks and minerals pertains to 
physical geography as well as to geology. The masses study 
physical geography; few study geology and mineralogy. 
Good physical geography is good geology, and a course in 
this study should form a part of each pupil's training. 

The following is a list of a few books which the teacher 
at least should have at hand: 

Geologies 

Crosby's Common Minerals and Rocks. A small inexpen- 
sive book which each pupil can own and can use in 
studying and identifying actual specimens of rocks and 
minerals. 

Dana. Revised Text-book of Geology. American Book 
Co., $1.40. 

Le Conte. Elements of Geology. American Book Co.. 
$3.50. 

Chamberlain and Salisbury. Geology. 4 vols., each $4. 
Holt, $16. 

Scott. Introduction to Geology. Macmillan, $1.90. 

Brigham. Text-book of Geology. Appleton, $1.40. 

Tarr. Elementary Geology. Macmillan, $1.40. 



HIGH-SCHOOL MANUAL 41 

GERMAN 

The Status of Modern Language Teaching; Present-Day 
Ideals. 

Of late years the study of German in our high schools 
has gained so much ground that it seems advisable to state 
concisely and definitely what should be the aims and ob- 
jects to be kept in view by both teachers and students of 
the language. Much thought and investigation have been 
expended on language teaching by psychologists, teachers, 
school authorities, and text-book makers. The old-time 
memoriter methods, conning paradigms, reciting long lists 
of prepositions, as well as the deadening dictionary trans- 
lation exercises have largely vanished. Stuff such as was 
offered to the students of German, even as late as 1875, by 
the author of a "German Grammar on Mnemonic Prin- 
ciples," is nowadays utterly out of the question. There, 
e. g., we read (p. 192) : 

"With bitten and rathen, befehlen, command 
The infinitive after an object may stand; 
But after to wish, think, assert or to know 
The infinitive only — no object — can go. 

or, again, (p. 195) : 

"A partitive governs the genitive case,. 

Or takes von, unter, aus, which must come in its place 
With pronouns; as jeder von ihnen of you, 
die Meisten von uns, and with numerals too." 

It is a far cry from this text-book to those within com- 
mand of the learner of the present day. Text-book makers 
vie with each other to present publications adjusted to 
modern notions of language study. Not that there is not 
even now a considerable diversity of method and proced- 
ure, not that it is immaterial which grammar or what read- 
ing text are made the basis of instruction; still, all along 
the line there is a desire to be abreast with sane and ef- 
fective educational ideals. The significant feature of all 
really modern text-books is the stress they place upon the 
actual, vital, practical use and usages of the language. Ger- 
*man is taught to enable the pupil to come into intimate 
and ready contact with the thoughts and lives, the civiliza- 
tion and culture of the German people. The student has 
texts treating of the m.anners, customs, folklore, history, 
and art of our kinsmen across the sea. Even in the fiction, 
so abundantly provided by publishing houses, characters, 
situations and episodes that are peculiarly and character- 
istically German are most favored. 



42 HIGH-SCHOOL MANUAL 

The Teacher 

Today more than at any time previous do school author- 
ities realize that the teacher — the teacher of language as 
well as those of other subjects — must be a specialist. The 
teacher must have a fair mastery not only of the subject 
matter of his specialty, but also of the best and sanest 
methods of presenting his subject to the learner. To this 
end the Lehramtskandidat must pursue technical courses 
in the pedagogy of his major subject. Thus every teacher 
of German owes it to himself and to his pupils to prepare 
for his calling by taking special courses in phonetics, com- 
position, conversation, and the history of the language. In 
the teachers' training schools such courses are offered 
quite generally. The best of these likewise maintain prac- 
tice schools in- which the first efforts of the young teacher 
can be watched and directed by a sympathetic supervisor 
of training and experience. 

Occasionally young teachers make the financial sacrifice 
of a considerable stay abroad. This practice is most com- 
menable. In the old world (where such residence abroad 
is a definite sine qua non for teaching the languages) gov- 
ernment or city aid is often given to enable a candidate to 
come . into immediate touch with the foreign people by 
residence among them. We probably cannot do this as 
yet, and still a very considerable number of the Nebraska 
teachers of German have spent a year or more in resi- 
dence abroad. 

From what has been said so far about the teacher and 
his qualifications, it is manifest that only those capable of 
strenuous application and decided aptitude and devotion to 
their calling should aspire to be language teachers. The 
teacher must have faith in his work, must be earnest and 
enthusiastic in his labors. Enthusiasm is catching; the 
"Werdenden," as Goethe called the young, are especially 
susceptible to its influence. Enthusiasm is the fly-wheel 
that often helps both the teacher and the class past "dead 
centers." The teacher of German cannot dispense with it. 
He will utterly refuse to accede, to the notion — sometimes 
encountered — that the cultural and disciplinary value of 
Germ.an, when properly taught, is not equal to that of any 
other subject in the curriculum. 

The Class-room: Special Activities 

The German classes should have a room to themselves. 
This should be provided with a large (Kiepert) map of 
Germany, with pictures of some of Germany's great sol- 
diers, poets composers, rulers, and scientists. Likewise 
there should be pictures of German landscapes, cities, 
"Volksleben." German mottoes on banner or wall also 
add attractiveness and interest to the surroundings. 

Any of the larger schools can maintain a German 
"Verein," where the beautiful German folk-songs can be 
practiced, where occasional recitations, short scenes from 



HIGH-SCHOOL MANUAL 43 

larger plays, or (shorter) whole plays can be rendered. 
This, of course, must be done sparingly, since outside in- 
terests are only too apt to cut in upon the student's time 
and energy. At Christmas a suitable program can be given 
with all the accessories. of the "Weihnachtsbaum." 

A few English books on German life and customs, such 
as Wylie's "The Germans," Mrs. Sidgwick's "Home Life in 
Germany," Dawson's "German Life in Town and Country," 
Schauffler's "Romantic Germany,"' should be on the teach- 
er's desk and within easy reach of every pupil. Larger 
schools could make an excellent use of a stereopticon or a 
reflectoscope in order to illustrate German life from lan- 
tern-slides or postcards. 

The Two-Year German Course 

IMost of our Nebraska high schools maintain only a two- 
year course in Germ.an; a few favored ones, a three-year 
course. This limited time is not adequate to reach the 
most satisfactory results. If the foreign language were 
begun (as it should be, and as it is done, as a matter of fact, 
in the old world), in a much lower grade, say, the sixth or 
seventh, and if it were studied for five or six years, the re- 
sult would be vastly m.ore valuable. But the time has not 
yet come in our American schools to stress linguistic studies 
as is done in the German Realschule and Gymnasium. It 
is then for us to make the most of our situation. Usually 
when but two years are given to the German, the pupil has 
had the advantage of one or even two years of training in 
Latin. This, in a way, is an advantage, since he is more or 
less accustomed to grammatical notions and terminology. 
In another way, however, it is a disadvantage, since with 
every year of life the child becomes more self-conscious 
and less free and spontaneous, with imitative faculties less 
keen, vocal organs less adaptable to new sounds, and 
verbal memory less tenacious. However, we must adjust 
ourselves to the actual situation and do what can be done 
in the best manner possible. 

A. The First Year 

1. Pronunciation. Extraordinary care must be taken to 
insure a correct and ready pronunciation. This includes 
not only the proper articulation of single sounds or com- 
binations of sounds, but it must include a fairly fluent and 
ready natural modulation of the parts of the sentence or 
paragraph. The monotone often heard in the class room 
is distressing. The pupils should be held to read in as 
natural a tone when reading a foreign tongue as when 
using their own. Cf. Bagster-Collins' Chapter on Pronun- 
ciation in his "German in the Secondary Schools." 

The fceacher with preliminary phonetic training will 
have a decided advantage in teaching pronunciation and 
reading over one who has to rely entirely upon the imi- 
tative method. It is worth while to acquaint one's self 



44 HIGH-SCHOOL MANUAL 

with the main principles of the science of phonetics. Even 
home study is better than no acquaintance with the sub- 
ject.* 

The first few weeks of instruction in German should be 
carried on purely orally; that is, no books should be put 
into the learner's hands; above all he should not be re- 
quired to study pronunciation by himself. Rather should 
he be trained from the very start to distinguish and to 
imitate sounds closely, to discriminate between similar 
sounds, to combine unfamiliar ones, to exercise his vocal 
organs and modulate his voice, and to become conscious 
of lip and tongue position in forming different sounds. 
Considerable time can profitably be put upon these vocal 
gymnastics. It is best at first not to put the written sign 
or symbol before the student, since with many, e. g., z,v, 
w, sp, st, etc., he associates entirely different sounds in 
his mother tongue. But even when the textbook can no 
longer be dispensed with, the instructor must not fail to 
go carefully and repeatedly over every new vocable with 
the class if he would prevent gross errors and bad habits 
of pronunciation. "An ounce of prevention is worth a 
pound of cure." 

2. Systematic Grammar Studies. The so-called "nat- 
ural method" has long since proved its short-comings and 
weaknesses. While as much German should be used in 
the class-room as can be used profitably, and while sys- 
tematic grammar should be studied as a means to an end, 
rather than as an end in itself, experience has proved that 
only by keeping a firm hold on the life-line of systematic 
grammar can the student keep afloat upon the turbulent 
linguistic sea. Without that life-line he is sure to be 
engulfed as soon as he ventures out of the shallows. Hence 
great emphasis is to be placed upon a thorough study of 
the following grammatical categories: 

fa) Forms' and uses of iiaben, sein, werden. (b) Forms 
and uses of articles and demonstratives, (c) Case end- 
ings of nouns; formation of plurals, (d) Inflections of 
the adjective and the conditions upon which the inflec- 
tion depends, (e) Forms and conjugation of "weak" and 
"strong" verbs, (f) Meanings, forms and uses of modal 
auxiliaries, (g) The more common prepositions and the 
cases governed by them, (h) The "kennen" type of verbs. 



* The following books on phonetics are simple and yet 
thoroughly scientific: 

Victor's German Pronunciation. Carl Schoenhor, Bos- 
ton ($.80). 

Vietor-Rippmann's Elements of Phonetics, English, 
French and German. Dent ($1.00). 

Grandgent's German and English Sounds. Ginn & Co. 
($.50). 

Hempl's German Orthography and Phonology. Ginn & 
Co.. Boston. 



HIGH-SCHOOL MANUAL 45 

(i) Pronouns as to form and function, (j) The main prin- 
ciples of tense formation, (k) Forms and more obvious 
meanings and uses of the subjunctive mood. (1) Forma- 
tion and use of the passive voice; equivalents of the same, 
e. g., man sagt. (m) Fundamental characteristics of the 
various sentence-orders (to be stressed from th,e begin- 
ning, (n) A good working vocabulary.* 

A mere glance at the above enumeration shows that the 
learner must master an exceedingly large field, so large 
indeed that he cannot do it in two semesters. If these 
subjects are taught in a live, sane, interesting way, and if 
the material is made to yield its contents fully and con- 
nectedly, the student is not likely to chafe under its 
systematic presentation, no matter hovv^ much time is re- 
quired. Forms and paradigms must be mastered. But 
forms and paradigms should be applied, their utility being 
made to appear in their application and use. Happily 
most modern grammars recognize this principle thorough- 
ly. Instead of the disconnected illustrative sentence, mod- 
ern pedagogy insists upon using forms, paradigms and 
construction in as connected a way as possible. 

Under certain conditions it is well to commence reading 
simple, connected texts as early as the second semester. 
For example, the first pages of "Gluck auf" are thoroughly 
within reach of pupils of that advancement. Some parts 
of "Im Vaterland" could be so used. But whether the class 
take up a special reading text or not, the student should 
get a firm and vital grip upon form and contents of the 
language-material with which he deals. 

The importance of a good working vocabulary is ordi- 
narily not appreciated sufficiently. To learn and acquire 
a vocabulary, to make the foreign w^ords and phrases a 
part of one's consciousness is of the utmost importance 
to progress. To have a large vocabulary is comparable 
to having money in a bank. It can be drawn on, it is 



*Among the grammars more particularly adapted to 

high school use the following seem to have tested out well: 

Bacon's German Grammar. Allyn and Bacon, Chicago. 

Vos' Essentials of German. Henry Holt & Co., New York. 

Becker and Rhoades' German Grammar. Scott, Foresman. 

Keyser and Monteser's Brief German Course. Am. Book 
Co., Chicago, 

Spanhoofd's Lehrbuch der deutschen Sprache. Heath. 

Fraser and Van der Smissen's German Grammar. Tho a 
most excellent book, it is perhaps too difficult for the 
average high-school class. It should be on the teach- 
er's desk for consultation. Heath. 

Bagster-Collins' First Book in German. Macmillan. 



46 HIGH-SCHOOL MANUAL 

ready for use. It may be suggested that the teacher can 
be of great aid to the student in making himself master 
of a large working vocabulary. He can do this by requir- 
ing pupils to look for associated forms and ideas, e. g., to 
link noun and verb forms, to connect countless deriva- 
tive groups, to master and fix groups like: Vater, Mutter; 
Bruder, Sch wester; Stadt, Land; alt, neu; nasz, trocken; 
hoch, niedrig; Stunde, Tag, Nacht, Woch-e, Monat, Jahr; 
etc. Again, types such as Fall, fallen; Schusz, schieszen; 
Gang, gehen; or kurz, Kiirze; schwach, Schwache; kalt, 
Kalte; and many other associational groupings can be 
made to serve the memory. But when all is said and done 
there must be a great deal of honest, persistent, hard ap- 
plication of memory-work to the task in hand. The ready 
command of a vocabulary is worth all it costs. 

The English German exercises . found in all our gram- 
mars, even those written in the spirit of the reformers, 
are a necessary evil. Theoretically, it would seem a peda- 
gogical blunder to require the learner to change from one 
language to another, instead of immiersing him in the 
foreign idiom. But aside from the fact that to do this is 
exceedingly difficult, it is questionable whether, even if it 
could be done, it would be an equally effective means of 
checking up the student's work. An oral working over 
of the English-German exercise should precede written 
work, especially in the first few months of study. To 
reverse this process is to give the student the most 
favorable opportunity to impress upon his mind serious 
defects in form and substance. "Red-ink" teaching has 
ever been and ever will be nerve-racking and inefficacious. 

B. The Second Year 

Grammar, Reading, Composition 
1. General Considerations as to Objects and Methods, 
it is true that "Die Lektiire steht im Mittelpunkt des 
heusprachlichen Unterrichts"— "Reading is the central 
feature of modern language instruction." However, this 
dictum of educational authorities is to be understood quite 
differently from what is too often done. It is not "a mere 
turning of a certain number of lines of good German into 
halting, more or less faulty English. It means that the 
reading lesson is to be made the occasion for bringing 
out specific points of matter and form and that it affords 
a laboratory period in which the teacher presents to the 
class an interesting bit of narration, description, poem, 
characterization, or anecdote in a connected, natural, and 
suggestive way. Grammar studies begun in the previous 
year must be continued. For example, the many intricate 
questions relating to the subjunctive, the modal auxiliaries, 
impersonal, reflexive, and separable verbs, the word-order, 
the more obvious principles of word-derivation,— all should 
receive the most careful and systematic attention. This 
can be done only by setting aside definite class periods 
for grammar studies. It is only thus that the "kennen" 
is transformed into a "konnen." 



HIGH-SCHOOL MANUAL 



47 



2 Reading proper: Translation. If all our TxPrman 
hefrtr'%""^,"''^' '' ^'' commanded the languagras 

lari par of tt^''^^' f^l^ '' "^"^'^ "^"^ ^^^^'^ avfilaWe, a 
large part of the translation feature of teaching might be 

francs Ts mot' r'f.^%.T^^ ^^ ^^^ materiaVmust be' 
lumruu t' ""^ <^ifficult texts are taken up or as more 

b.ecomes'^^^^^^ '^" ^^"^^^^^ texts ' translating 

Decomes well nigh indispensable. Two consideratinnt 
may well guide the teacher and pupil along the safe p^?h 
(1 Never translate when it is possible to get aSng with- 

^This'ls mvl'tW''^-"'^^^' '° '^''-- "^^^ ''' --- Valer'' 
inis is my father," is nonsense and is deadening to both 
eacher and taught. (2) Translate a word phrase sen 

tMnkinft^fat"'!' ""^^ "j^^" ^^^^^ ^ ^ valid' reason 7or 
thinking that clearness demands it. Translation should 
be simply a method of testing and controlHng the stu 
den s work, and should be resorted to only when abso- 
utely necessary to master the material. Experience 
teaches hat we should not dispense with it. The mo s? 
a compe ent teacher can do is to minimize ts use. Cf 
^7nT9 ' '^^"'''^'' '^ Secondary Schools," Chapters 

One other practical consideration is the order of pro- 
cedure. Shall there be translation first, and reading the 
German afterwards, or the reverse? One in sympathy with 
this report will have no difficulty in agreeing to ^he propo- 
sition that the final step should be the readhig of the Ger- 
man— i. e., taking in the original and lodging it in the 
pupil s consciousness. This reading and translating should 
not be sentence for sentence, or passage for passage, but 
rather paragraph for paragraph, or even page for page 
Reading m concert is at times advisable, tho ordinarily the 
teacher can correct faulty pronunciation and voice modu- 
lation better by working with the individual. 

3. Some Suggested Texts; Amount to be Read. There 
is at present a large number of available texts for second- 
year reading. Among these are: Bacon's "Im Vaterland " 
Aliens Herein," Baumbach's "Der Schwiegersohn " Wil- 
R?^n.T.'^'n°^^^^^^^^"^■'' «^^'tacker-s "Germelshausen," 
M^i.^"i '. cf '/f ^'^^?'^^ Ntirnberg." Seidel-s -Leberecht 
Huhnchen, Schrakamp's "Ernstes und Heiteres," Hauff's 
Das Kalte Herz." Storm's "In St. Jurgen," Mosher's "Will- 
kommen m Deutschland," Hillern's "Hoher als die Kirche " 
Benedix-^s "Der Prozess" (comedy), and Moser's "Kop- 
nicker Strasze No. 120" (Lustspiel). From these texts, or 
others of the same grade, the teacher should make a selec- 
tion ot some 150 to 200 pages which, together with the 
grammar studies necessarily left unfinished in the first 
year, should constitute the substance of the second year's 
work. The teacher may well select those with which he 
IS most familiar, those which in substance and form appeal 
most to his taste, and which he can handle with greater 
freedom and directness. The material should be distinctly 
and characteristically German in form and spirit There 
should be .no attempt at studying literature the second 
year. 



48 HIGH-SCHOOL MANUAL 

C. The Third Year 

The work in the third year should incidentally review 
and apply the work of the first two years. To this end 
frequent composition exercises, based upon the text read, 
should be a vital part of the course. Ground that has 
once been gained should never be given up. Incidentally 
the bearing of German on English grammar or usage may 
occasionally be brought home to the student. The study 
of German, while in and of itself important enough to be 
a part of the school curriculum, finds additional justifica- 
tion in the illuminating sidelight which it throws upon 
the structure and characteristics of the English tongue. 
Nevertheless, the teacher of German must not go too far 
afield to teach English grammar. His own domaii;i is 
quite vast enough to demand his attention. 

The outcome of the third-year study of the language 
should be the acquisition of enough power and familiarity 
with average textual and grammatical peculiarities to 
make the understanding of moderately difficult German a 
possible undertaking. The texts read and studied should 
put the student in touch with German thought and life, 
with German traditions and ideals. They should afford 
glimpses of the Fatherland and its people, their character- 
istics and civilization. If possible, the student should get 
a little taste of the German literature and have his finer 
sensibilities quickened and his appreciation of the worthy 
and beautiful cultivated. 

Among others the following texts may be suggested as 
providing suitable third-year reading material: Thiergen's 
"Am deutschen Herd," Riehl's "Burg Neideck," ^Niese's 
"Aus danischer Zeit," Ebner-Eschenbach's "Die Freiherren 
von Gemperlein," Rosegger's "Waldheimat," Freytag's "Die 
Journalisten," Hatfield's "Lyrics and Ballads," Schiller's 
"Tell" or "Jungfrau von Orleans," Meyer-Foerster's "Karl 
Heinrich," and Suderman's "Frau Sorge" (novel). 

The average third-year class, in addition to the grammar 
review and composition work, should be able to work over 
some 300 to 350 pages of suitable texts. Narrative prose 
should predominate. 

Professional Helps for the Teacher 

1. Bagster-Collins' German in Secondary Schools. The 

Columbia University Press, New York. (An excellent 
volume.) 

2. Bahlsen's Methods of Teaching Foreign Languages. 

Ginn. 

3. Report of the Committee of Twelve of the :\Iodern 

Language Association of America. Heath. 

4. Breul's Teaching of Modern Foreign Languages in Our 

Secondary Schools. Cambridge, England. (A most 
helpful, practical manual.) 

5. Duden's "Orthographisches Wortenbuch der deutschen 

Sprache." (Indispensable for all the little details of 
recent German spelling reforms.) 



HIGH-SCHOOL MANUAL 49 

6. Vietor's "Deutsche Lauttafel." (Any German book- 

seller.) 

7. Vietor's "Phonetik" — a remarkably clear and "gemein- 
verstandliche" presentation of the subject of phonetics; 

thoroughly practical and helpful. (Any German book- 
seller.) 

8. "Padagogische Monatshefte, Zeitschrift, fur das 

deutsch-amerikanische Schulwesen," Milwaukee. 
(Monthly excepting July and August. Very sugges- 
tive.) 

9. Fliigel-Schmidt-Tanger's German-English and English- 

German dictionary. German-English part excellent, 
English-German not so good. (Both, $4; separately, 
$2.) 

10. Heyne's "Deutsches Worterbuch," Kleine Ausgabe 

($3.25). One of the very best all-German dictionaries. 

11. Holzel's Wandbilder. Nos. 1, 2, 3, 4 (Die Jahres- 

zeiten), No. 5 (Der Bauernhof), and No. 8 (Die Stadt), 
are the best. Excellent colored wall pictures, large, 
mounted on rollers, $1.75 each. A good guide for the 
teacher to use these wall pictures for conversational 
purposes is Seelig, "Methodischgeordnetes Englisches 
Vokabularium zu den Holzelschen Wandbildern." (20c, 
Bromberg, 1899.) 

12. Weise's "Unsere 'Muttersprache, ihr Werden und 
Wesen." 65c. Scholarly and yet popular. 

Information concerning German books, pictures, lantern 
slides, or maps may be had of G. E. Stechert, 151-155 West 
Twenty-fifth street. New York City; Lemcke & Buechner, 
New York City; George Brumder, Germania Building. Mil- 
waukee; or Rolling & Klappenbach, Chicago. The Ger- 
man department of the University is anxious to be of 
direct assistance to the schools and German teachers of 
this state. Address Professor Laurence Fossler, Univer- 
sity of Nebraska, Lincoln. 

GREEK 

The following course of study is recommended for 
schools that are able to give one, two, or three years to 
the study of Gr-eek. The course is based upon five recita- 
tion periods weekly throughout the school year. 

First Year 

First Semester — Elementary lessons; inflection of 
nouns; conjugation of regular verbs; mastery of a vocab- 
ulary of 400 to 500 words; reading of easy selections. 

Second Semester — Elementary lessons finished; conju- 
gation of irregular verbs; Xenophon's Anabasis, fifteen to 
twenty-five pages, or an equivalent amount of other easy 
prose narrative; daily practice in reading aloud and in 
writing Greek. 

Special attention should be given during the first year 
to the noun and verb forms and the more elementary prin- 
ciples of syntax. 



50 HIGH-SCHOOL MANUAL 



Second Year 

First Semester — Xenophon's Anabasis. Bool^s I and II. 
Thorough review of noun and verb forms; studies in syn- 
tax; principles of word formation. Daily practice in 
reading aloud and in writing Greek. 

Second Semester — Xenophon's Anabasis (continued), 
Books III and IV, or other Attic prose, sixty to seventy-five 
pages; systematic study of the grammar; practice in 
reading aloud and in translating at sight. Greek prose 
composition, based upon Books I and II of the Anabasis, or 
the completion of twenty-five to thirty lessons of some 
standard Greek composition manual. 

Third Year 

First Semester — Homer's Iliad, Books I, II, III (omitting 
Book II, 494 — end). Special attention should be given to 
epic forms and constructions; the dactylic hexameter care- 
fully studied; constant drill in scansion. 

Second Semester — Homer, 1,800 to 2 000 lines which may 
be selected from the Iliad or the Odyssey. A systematic 
study of the epic dialect and syntax. Constant practice in 
reading the dactylic hexameter with intelligent expression. 

A thorough and methodical study of Greek grammar is 
necessary as a basis for accurate and intelligent read- 
ing. There should be systematic instruction in Greek 
prose composition during the first and second years. Con- 
stant practice in reading aloud is strongly recommended 
since this aids greatly in the treatment of Greek as a liv- 
ing language. Practice in the reading of unprepared pass- 
ages (sight translation) is recommended during the sec- 
ond and third years. This enables the teacher to discern 
the difficulties which the student may have in translating 
a new sentence, and gives the student readiness and con- 
fidence in the language. Rapid reading should be judi- 
ciously combined with exact translation and with constant 
practice in writing Greek. 

Students who may not have been able to secure Greek 
in the high school can begin the study of the language at 
the University. Those who have had even a minimum 
amount can continue the study from any point they may 
have reached in the high school. In either case full college 
credit is given for the elementary Greek carried at the 
University, if the student has the necessary number of 
entrance credits in other subjects. 

Reference Books 

Collins, W. L. (editor). Ancient Classics for English Read- 
ers. Homer's Iliad. Homer's Odyssey. Xenophon. 
Lippincott. Each vol. 50 cents. 

Arnold, J\I. On Translating Homer. In Vol. II of complete 
works. Macmillan, $1.50. 

Gayley, C. M. Classic Myths in English Literature. Sec- 
ond Edition. Ginn, $1.65, 

Gulick, C, B, Life of ancient Greeks with special refer- 
ence to Athens. Appleton, $1.40. 



n 



HIGH-SCHOOL MANUAL 51 

Jebb, R. C. Homer. Introduction to the Iliad and the 
Odyssey. Ginn, $1.25. Contains chapters on general 
literary characteristics, the Homeric world, Homer in 
antiquity, and the Homeric question. 

Seymour, T. D. Introduction to the Language and Verse 
of Homer. Ginn, 80 cents. 

HISTORY— AMERICAN 

Place and Time. — The recognized place of American his- 
tory in practically all of the best four-year high schools of 
the state is in the twelfth grade. A one-semester course 
can be given, but is not recommended. Where American 
history and civics are combined in one course, at least two 
semesters of daily recitations should be given to the 
course. 

Teacher. — To be effectively taught, history demands just 
as highly specialized and thoroughly prepared teachers as 
do the other subjects of the curriculum. No teacher of 
history should be expected to carry more branches or 
hours than does the teacher of any other specialized high- 
school subject. Profitable work in history depends more 
upon a competent, well-prepared teacher than upon any 
other one factor. The idea that "anyone can teach his- 
tory" is responsible for a large share of the poor results 
obtained from history work in some of our schools. His- 
tory is one of the most practicable and valuable of pres- 
ent secondary subjects for training future citizens; but 
much of this value is being lost through the work of un- 
prepared and unqualified teachers. 

Equipment. — Modern history teaching demands more 
than a textbook. ,In addition to one of the standard text- 
books, each pupil should each day consult at least one 
library or reference book. On the following pages are sug- 
gested desirable books for such use. Besides these, each 
school should possess at least one good set of historical 
wall-maps or wall-charts. In a school just beginning work 
in history, the use of geographical or present-day maps 
may be excused; but no school pretending to be up-to- 
date in its history teaching will long be without an equip- 
ment of historical maps (see list). Pictures and other 
illustrative material may be made profitable use of by a 
properly prepared teacher; but in the hands of unskilled 
teachers such material is apt to be used to little purpose 
or profit. 

IVIethod. — The most generally used method of history 
teaching today by progressive teachers is some form of 
the library or topical method. An outline or text furnishes 
the assignment and reading references for each day's 
work of the class. Preparation for recitation consists in 
the study of the text and supplementary reading in as 
many reference books as the remaining preparation time 
permits. Notes on readings may be required; but if the 
teacher is thoroughly in control of the subject matter of 
her reference books, the class recitation may be used for 



52 HIGH-SCHOOL MANUAL 

checking up on the readings as well as for covering the 
day's lesson. Recitation ordinarily consists of oral ques- 
tions, intelligently designed to bring out the main trend 
of the day's assignment, its relation to preceding lessons, 
its most important details, and the varying interpretations 
and judgments found in the different authorities. When 
especially good subject matter offers, intensive secondary 
or source studies may profitably be made, and will help to 
relieve the monotony of any one method of carrying on 
the recitation. At appropriate points, the making of maps 
may be assigned as part or all of the preparation for a 
given day. and the recitation devoted to explanation and 
criticism of the map. 

Reviews. — One of the most valuable results of history 
work will be lost to the teacher who slights periodic re- 
views. Such reviews should not be automatically set, but 
should be made whenever a distinct period or movement, 
covered in several days or weeks of class work, has been 
finished. Review questions should not be for the purpose 
of bringing out details, but for showing development and 
relationships. Not only should the movement within each 
period be clearly brought out; but also each period should 
be clearly connected with the ones that have preceded it. 
Understanding is th^e greatest of all aids to memcn^ If 
the pupil really understands any period the facts of that 
period will be remembered without particular effort. Even 
where the main object of the course is preparing for the 
county or state examinations, this will be found one of 
the most profitable methods of study. 

Professional (For the Teacher) 

"The Study of History in Secondary Schools" (Report of 
American Historical Association "Committee of Five"; 
supplementary to the Report of the "Committee of 
Seven"' in 1899.) Macmillan, 1911. 25 cents. 

"The History Teacher's ^Magazine" (Edited under the su- 
pervision of a committee of the American Historical 
Association). McKinley Publishing Co., 1619 Ranstead 
St., Philadelphia, Pa. $2.00 a year (10 numbers). $1.00 
a year to members of the Nebraska History Teachers' 
Association, if subscription is sent through the secre- 
tary of the Association. 

Student's American History Outlines 

New England History Teachers' Association's "Outline of 
American History" (Heath, 15 cents). 

Persinger's "Student's Outline of American History, 1492- 
1910" (University Publishing Co., Lincoln. 25 cents). 

"McKinley's Illustrated Historical Topics for American 
History," combining syllabus, map, pictures, and source 
material in one notebook (McKinley Publishing Co., 2 
cents a topic or 30 selected topics for 50 cents). 



HIGH-SCHOOL MANUAL 53 

Standard Text-books 

Channing, Students' History, revision of 1908 (Macmillan, 
$1.40). 

James and Sanford, American History (Scribner, 1909, 
$1.40). 

West, American Democracy (Allyn & Bacon, Boston, 1912, 

about $2). 
Ashley, American History (Macmillan, 1908, $1.40). 
Hart, Essentials of American History (Am, Book Co., 1905, 

$1.50). 
McLaughlin, Making of the American Nation (Appleton, 

1899, $1.40). 
McMaster, School History (Am. Book Co., 1897, $1). 
Muzzey, American History (Ginn, revised edition, 1912). 
Adams and Trent, History of the United States (Allyn & 

Bacon, 1903, $1.50). 
Montgomery, American History (Ginn, 1905, $1). 

Library Reference Books 

For the smaller or beginning library, the larger "general 
histories" (such as Schouler or JMcMaster) represent so 
small an amount of really usable material at so great a 
cost that their purchase is not advised. Instead are recom- 
mended the shorter works, standing about half w^ay be- 
tween the text-book and the "general history." The list 
below is for a class of not more than six or seven students. 
For each additional six or seven members of a class it is 
urged that this list be duplicated, rather than new authors 
added. This will permit of ample variety for the individual 
student, and yet not scatter reading over so large a number 
of books that the teacher will be unable to retain a mas- 
tery of them for class quizzing. List for a class of six or 
seven: 

At least two of the textbooks already listed, In addition to 
the text-book already in the hands of each member of 
the class. 
Elson's "United States" (1 vol. edition, Macmillan, $1.75). 
Either the "Epoch" series (Thwaite's "Colonies," Hart's 
"Formation of the Union," Wilson's "Division and Re- 
union," Longmans, $1 a vol.), or Smith's "Thirteen Col- 
onies" and Sparks' "United States" (2 vols. each). 
Sparks' "IMen Who Made the Nation," (Macmillan, $1). 
Any one of the following — Caldwell and Persinger's "Source 
" History" (Ainsworth, $1.25) ; James and Mann's "Read- 
ings in Am.erican History" (Ginn, $1.80) ; Harding's 
"Select Orations" (Macmillan, $1.25); MacDonald's 
"Documentary Source Book" (Macmillan, $1.75); 
'West's "Source Book of American History" (Allyn & 
Bacon, 1912, about $2). 
Haworth's "Reconstruction and Union, 1865-1912" (Holt & 
Co., 50 cents). 



54 HIGH-SCHOOL MANUAL 

Larger Additional Reference Works 

Frequent requests have been received for lists of groups 
of books that may be added to high-school libraries from 
year to year, as funds accumulate and teachers gain con- 
trol of existing equipment. The following are suggested, 
in the order in which they may be added most profitably 
to the average library: 

Group 1. Fisher's "Colonial Era" (Scribner, $1) ; 
Sloane's "French War and Revolution" (Scribner, $1) ; 
Woodburn-Lecky's "American Revolution" (Appleton, $1); 
Fiske's "Critical Period" (Houghton, Mifflin & Co., $1.50); 
Walker's "^Making of the Nation" (Scribner, $1); Burgess' 
"Middle Period" (Scribner, $1); Paxson's "Civil War" 
(Holt, 50c) ; Peck's "Twenty Years of the Republic" (Dodd, 
Mead & Co., $2.50) ; Hart's "Contemporaries" (4 vols., Mac- 
millan, $1.50 a vol.), or Woodburn-Johnston's "American 
Orations" (3 vols., Putnam, $1 a vol.). 

Group 2. Coman's "Industrial History of the United 
States" (Macmillan, $1.25); Dewey's "Financial History of 
the United States" (Longmans, $2.50); Woodburn's "Polit- 
ical Parties and Party Problems" (Putnam, $2), or Macy's 
"Party Organization and Machinery" (Century Co., $1.25); 
Stanwood's "History of the Presidency" (Houghton, Mifflin 
& Co., $2.50), or McClure's "Our Presidents" (Harper, $2). 

Group 3. Any one of the following: Channing's U. S., 
1000-1877 (8 vols., 3 out, Macmillan, $2.50 a vol.); Schoul- 
er's U. S., 1784-1865 (6 vols., Dodd. Mead & Co., $13.50); 
McMaster's Amer. People, 1784-1877 (8 vols., Appleton, 
$2.50 a vol.); Wilson's Amer. People, 1492-1900 (5 vols.. 
Harper, $17.50). 

Group 4. The following biographies from the "American 
Statesmen" series (Houghton, Mifflin & Co., $ — a vol.): 
Washington, Jefferson, Hamilton, Jackson, Clay, Webster, 
Calhoun, Lincoln, Sumner. 

Group 5. Any one of the following: The "American 
Nation" series (25 to 27 vols., Harper, $1.50' a vol.); 
Rhodes' U. S., 1850-1877 (7 vols., Macmillan, $2.50 a vol.); 
Henry Adams' U. S., 1800-1817 (9 vols., Scribner, $18). 

Colored Wall Maps or Charts 

Foster's Illustrative American Historical Chart (32 
plates, 29x36 inches; Rand, :\IcNally & Co., $20); Amer 
ican Historical Map Set (16 maps, 40x45 inches, Atkin- 
son, ]\Ientzer & Grover Chicago, $20) ; Crane's American 
Historical Chart (Crane Publishing Co., Topeka, Kas., 
write for catalogue) ; MacCoun's Historical Chart (26 
maps, 38x40 inches, Silver, Burdette & Co., Chicago, $15). 

Outline Wall Maps 

(These are maps with only physical features and state 
boundaries filled in. The historical features are to be 
made and colored on maps by the teacher.) 

McK^nley Outline Wall Maps (32x44 inches, manila 
paper, 20c each, postage 10c; $15 per 100; all countries. 
McKinley Publishing Co., 1619 Ranstead St., Philadelphia), 



HIGH-SCHOOL MANUAL 55 

Outline Base Map of the United States (20x30' inches, 
white paper, physical features and state boundaries, 10c 
each, prepaid, or $6 per 100; U. S. Geological Survey, 
Washington, D. C). 

Outline Desk or Student Maps. 

Outline Tracing Maps (14x21 inches, oc each, or $3 per 
lO'O-. Rand, :\lcXally & Co.). 

(Containing only physical features and state boundaries. 
To be filled in and colored by students as part of prepara- 
tion work for class when map work is assigned ) 

McKinley Outline Desk Maps (5x7 inches, 35c per 100; 
7x10 inches, 50c per 100; all countries; also in sets and 
"atlas"' form; McKinley Publishing Co., 1619 Ranstead St.. 
Philadelphia). "Talisman" Historical Outline ]Maps (8x10 
inches, $1 per 100; all countries; also in sets and "atlas" 
form; Atkinson, ^Nlentzer & Grover. Chicago). Progres- 
sive Outline Maps (8x9, 10x12, $1.75 per lO'O; all coun- 
tries; Heath). Outline Map U. S. (11x18 inches, $1.50 
per 100; Heath). New Century Development Maps (36 
cents per block of 50, all countries; Silver, Burdette & Co. 
Chicago). Harrison Outline Maps (7 x 8i/^ inches, 45 cents 
per 100; 8V2 x 11 inches 60 cents per 100; 11 x 13 inches, 90 
cents per 100; all countries; Xystrom & Co.. 28 W. Lake 
St.. Chicago). Lincoln Geographical Series (8^/^ x 10 
inches, $1 per 100, all countries; Atkinson, Mentzer & 
Grover. Chicago). Foster's Historical Outline Maps (40- 
map set, 30c; special colored set for teacher's use, $1). 
Coloring Materials for Map Making 

Diamond Dyes (any color, prepared according to direc- 
tions) ; colored inks (red, blue and green, at 5c to 10c a 
bottle; brown and yellow India inks at 25c a bottle); 
water colors (small sets, 10c to 30c. for use of students; 
larger sets or quantities for wall maps). Water-color 
brushes for class maps; small flat paint-brushes for wall 
maps. In making wall maps, going over colors a second 
tim.e will improve evenness of distribution. 

HISTORY— EUROPEAN 

Course of Study. — ^The four- year course in history, gen- 
erally recommended by the history teachers' associations 
of the country, consists of one year of Greek and Roman 
history, one year of medieval and modern history, one 
year of English history, and one year of American history, 
arranged in the above order. Where less than four years 
are devoted to history, it is well to arrange the work so 
that it can be developed into the approved course. For 
instance, if but one year is given, let it be Greek and 
Roman history; if but two years, add a year of English 
history; for a third year, bring in American history, and 
for the fourth, medieval and modern. The old one-year 
course in general history does not meet with the approval 
of good history teachers anywhere. 

Material.— A good narrative text and some source ma- 
terial form the indispensable equipment of the class. For- 



56 HIGH-SCHOOL MANUAL 

tunately the market is well supplied with good narratives. 
For Greek and Roman history any of the following are 
satisfactory: Botsford, Myers, Morey, Sheldon, West, 
Wolf son. (For the full title of these works and for col- 
lateral material, consisting of sources and secondary 
works, see "A History 'Syllabus for Secondary Schools" 
[Heath & Co., Boston, 1904, $1.20}. This work is the pub- 
lication of the New England History Teachers' Association 
and should be in the private library and on the desk of 
every teacher of history. It contains suggestions on the 
teaching of history; list of books for libraries, with prices; 
outlines with exact references for pupils, and other help- 
ful material.) Some collateral reading should be done in 
the sources and sufficient time given to them in the class 
so that the pupil will have at least a faint idea of what 
evidence means. (For the list of source-material suitable 
for such work, see "Historical Sources in the Schools" 
[Macmillan, 1902, 50 cents]. This work was prepared by 
the New England History Teachers' Association.) 

Methods. — Methods are determined by the ends aimed 
at, of which there should be at least two — a knowledge of 
the historical development and of the process by which we 
get at historical truth. The period studied should be 
treated as a whole. Each new topic should be bound to all 
the preceding topics by oral and written review — outlines 
and narratives, with a few dates — and when the work of 
the semester is finished, the pupil should be able to give a 
rapid survey of the whole subject. The advance work 
should be studied by means of questions set upon the 
material, calling for written answers and class-room dis- 
cussion. When the study of the topic is complete, the re- 
sults should be presented in outline form and this, at 
times, should be followed by a narrative. In the supple- 
mentary reading, the pupil should be taught to read a 
paragraph or a page and to write down in clear English the 
substance of what has been read. The second end can be 
attained by frequent questions upon the sources of informa- 
tion — meaning by that real sources, not modern writers: 
Herodotus, Thucydides, Plutarch, etc., and not Botsford, 
West, Myers or Wolfson — that the pupil may learn what 
they are, what they are worth, and how unreliable much 
of our so-called history is. Historical geography should 
receive constant attention, and much interest can be 
aroused by the use of the Perry pictures of Greek and 
Roman buildings and statuary. 

At the end of a year's work in history a pupil should 
have a clear outline of the period covered. He should 
have a working knowledge of the principal sources of in- 
formation, of how to make an outline, of how to read a 
book and give the substance of what he has read in good 
English, and last, of how to study two successive historical 
maps and explain the changes that have taken place. 
Every pupil should know these things, whether he is to go 
to the University or not. If he does not know them when 
he enters the University he is handicapped in his work. 



. HIGH-SCHOOL MANUAL 57 

LATIN 

In teaching Latin syntax it has been the custom not to 
differentiate sufficiently between constructions occurring 
often and those that are rarely found in the early read- 
ings. The result is that the work has been so overcrowded 
that it cannot be done thoroly. It would be better to em- 
phasize the often occurring constructions at first and leave 
the rare ones to be mastered later. As a help in this 
direction the differentiation below is offered. 

First Year 

Elementary Lessons. A thoro mastery of forms and vo- 
cabularies. Connected readings from an easy text should 
be introduced during the last third of the year. The fol- 
lowing constructions should be thoroly studied: 

I. Nouns. 1. The Nominative; 2. Genitive, (1) Posses- 
sive, (2) Objective, (3) Partitive, (4) Material; 3. Dative, 

(1) Indirect Object, (2) Special Verbs, (3) with Com- 
pounds, (4) Reference, (5) Purpose; 4. Accusative, (1) 
Direct Object, (2) Limit, (3) Subject of Infinitive, (4) with 
Prepositions; 5. Ablative, (1) Separation, (2) Agent, (3) 
Means, (4) Cause, (5) Manner, (6) Accompaniment, (7) 
Specification, (8) Absolute, (9) Place, (10) Time, (11) 'with 
Prepositions. 

II. Verbs. 1. Tenses— Regular Sequence; 2. Independ- 
ent Clauses — the Indicative; 3. Substantive Clauses, (1) 
quod Ind, (2) Volitive, (3) Indirect Questions; 4. Relative 
Clauses — Indicative; 5. Adverbial Clauses, (1) Indicative, 

(2) Purpose, (3) Result, (4) Time — cum, (5) Cause — quod, 
(8) Subordinate Clauses in Indirect Discourse; 6. Infini- 
tive, (1) Subject, (2) Complementary, (3) Object, (4) in 
Indirect Discourse; 7. Participle, (1) Perfect, (2) Gerun- 
dive, (3) Passive Periphrastic; S. The Gerund. 

Second Year 

Caesar, four books. Prose composition from a text book, 
one period per week during the entire year; or Caesar, 
two books and fifty pages of miscellaneous reading — Nepos 
and Viri Romae preferred — with prose composition as 
above. The fcrmxs should be reviewed the first half of the 
year and the above constructions mastered. Definite work 
in vocabularies and sight reading. The following addi- 
tional construction should be mastered: 

I. Nouns. 1. Genitive. (1) Quality, (2) With Adjectives; 

2. Dative, (1) Agent, (2) Possessor, (3) With Adjectives; 

3. AcQusative, (1) Adverbial, (2) Time and Space; 4. 
Ablative, (1) Source, (2) With Utor, etc., (3) Difference, 
(4) Quality. 



58 HIGH-SCHOOL MANUAL 

II. Verbs. 1. Independent Clauses, (1) Subjunctive for 
Imperative in Indirect Discourse, (2) Subjunctive for In- 
terrogative in Indirect Discourse; 2. Substantive Clauses, 
(1) Quin, etc.. (2) of Fear, (3) Result; 3. Relative Clauses, 

(1) Purpose, (2) Characteristic; 4. Adverbial Clauses, (1) 
Time — Antequam, etc.; dum, etc.; postquam, etc., (2) 
Cause — cum, (3) Concession — cum. etsi^ etc., (4) Attrac- 
tion; 5. Infinitive, (1) Apposition, (2)' With Adjectives, 
(3) Historical; 6. Participle — Present; 7. Supine in — um. 

In case a construction occurs in the text not given above, 
the teacher should give an oral explanation of it, in order 
that the pupil may get the thought. It would be well, near 
the close of the year, to have the class write papers on the 
Life and Times of Caesar. The teachers should furnish 
an outline and suggest such helps as the pupils may need 
to enable them to work intelligently. 

Third Year 

Cicero. Six orations. It is most desirable that only two 
of the Catilines be read and that the Defense of Archias 
be taken last. The Manilian Law is a good one to begin 
with. Substitution of Cicero's letters to the equivalent of 
one oration is recommended. Definite work in vocabu- 
laries and sight reading. The following additional con- 
structions should be mastered: 

I. Nouns. 1. Vocative; 2. Accusative, (1) Two Accusa- 
tives — of Making, etc., (2) Exclamation; 3. Ablative — 
Comparison. 

II. Verbs. 1. Tenses — Irregular Sequence; 2. Impera- 
tive; 3. Independent Clauses — Subjunctive, (1) Volitive, 

(2) Potential, (3) Concessive; 4. Relative Clauses, (1) 
Result, (2) Cause; 5. Adverbial Clauses, (1) Proviso, (2) 
Concessive — quamquam, (3) Conditional Clauses — the three 
types; 6. Participle — Active Periphrastic; 7. Indirect Dis- 
course, Papers should be prepared on the Life and Times 
of Cicero on the same plan as in Caesar. 

Fourth Year 

Vergil's Aeneid. Six books. An equivalent of two books 
may be read from Ovid, but book VI of the Aeneid should 
not be omitted. A thoro drill in prosody and poetic idioms. 
The student should acquire the ability to read metrically 
Latin hexameters at sight. Figures of speech should be 
studied and lists of passages made illustrating the differ- 
ent figures. The pupils should early be made familiar 
with the story of the Trojan war and the mythological 
characters connected with it. A polished English transla- 
tion should always be required on each day's review les- 
son. Occasionally metrical translations should be encour- 
aged. Definite work in vocabularies and sight reading. 
The following constructions should be mastered: 

I. Nouns. L Genitive. (1) Remembering, etc., (2) Mis' 
eret, etc.; 2. Dative — Direction, etc.; 3. Accusative, (1; 
Cognate, (2) Synecdochical. 

II. Verbs. 1. Independent Clauses, (1) Ne and impera- 
tive, (2) Subjunctive — Volitive, Optative, Obligation; 2. 



HIGH-SCHOOL MANUAL 59 

Adverbial Clauses— Comparison; 3. Infinitive— Purpose, 
etc.; 4. Participle — Future; 5. Supine in— U. There should 
be a definite review each year of forms, and of the con- 
structions learned the preceding year. 

Throughout the second, third and fourth years the finest 
passages should be written out in the best English pos- 
sible. Schools whose Latin courses are less than four 
years should complete an author as far as they go and not 
read a part of each. 

The Roman pronunciation should be used. Great care 
should be taken to train the students in accurate and 
ready pronunciation, which will help them to appreciate 
the dignity and earnestness of the Roman character. For 
a pupil to study the Latin without discovering its stateli- 
ness is to lose an important element of it. 

The purpose of prose composition is to give students a 
ready knowledge of the forms and constructions. They 
are often lamentably deficient in these. ^lany times they 
give a so-called translation that is a mere assemblage of 
words with no meaning. They should be led to under- 
stand that they are dealing with the thought of the author 
and that a translation that does not express his thought 
is no translation. One cannot get an author's meaning 
without a knowledge of the construction he uses. These 
are his means of expressing thought just as much as the 
words he uses are. After a pupil has read a passage in 
class and translated it, he should be questioned on the 
construction of every word which he is liable not to under- 
stand. The composition should be interspersed through- 
out the reading of Caesar and Cicero and under no circum- 
stances should it be left to be done after the class is 
through with those authors. It should be made a help to 
the reading. In all written exercises the long vowels 
should be marked. 

The ultimate aim of the study should be an ability to 
translate accurately, to construe all ordinary passages, a 
broadening of the knowledge of English words by a con- 
stant reference to words derived from the Latin, and an 
ability to hold m.any details in the mind at the same time 
and to do enough original thinking to divine the author's 
thought and turn it into the best English. 

Reference Books 

Harper. Dictionary of Classical Literature and Antiqui- 
ties; edited by H. T. Peck. Am. Book Co., $6. Valu- 
able also for students in ancient history and in English 
literature. 

Leighton. History of Rome. $1.20. 

Abbott. Roman Political Institutions. Ginn. $1.50. 

Judsoh. Caesar's Army. Ginn. $1. 

Munro. Source Book of Roman History. Heath. $1. Either 
this or Botsford's source book should be in every 
school. 

Prescott and Dodge. Private Life of the Romans. San- 
born, $1. 



60 HIGH-SCHOOL MANUAL 

Greenidge. Roman Public Life. Macmillan. $2.50. 

Johnston. Private Life of the Romans. Scott, Foresman 
& Co.^ $1.50. 

Abbott. Short History of Rome. Scott, Foresman & Co. 
80 cents. 

Granrud. Roman Constitutional History. Heath. $1. 

Gayley. The Classic Myths in English Literature. Ginn, 
$1.50. 

Harrington and Tolman. Greek and Roman Mythology. 
Sanborn. $1. 

Fairbanks. Mythology of Greece and Rome. Appleton. 
$1.50. The latest on this subject. 

Guerber. Myths of Greece and Rome. Am. Book Co. $1.50. 

Gow. Companion to School Classics. Macmillan. $1.75. 

Platner. Topography and Monuments of Ancient Rome. 
Allyn & Bacon. $3. 

Lanciani. Ruins and Excavations of Ancient Rome. 
Houghton Mifflin & Co. $4.50. 

Sanborn. Classical Atlas. Sanborn. $1. 

Kirtland. Fabulae Faciles. Longmans. $1. 

Holmes, Caesar's Conquest of Gaul. Macmillan. $6.50. 

Boissier. Cicero and His Friends; translated by A. D. 
Jones, Putnam. $1.75. 

Glover. Studies in Vergil. 

Harding. City of Seven Hills. Scott, Foresman & Co. 

Ajacaulay. Lays of Ancient Rome. 

Guhl and Koner. Life of the Greeks and Romans. Apple- 
ton. $2.50. 

Church. Roman Life in the Days of Cicero. Dodd. 75 
cents. 

Forsyth. Life of Cicero. Scribner. $2.50. 

Fowler. History of Roman Literature. Appleton. $1.40. 

C. Morris. Historical Tales: Roman. Lippincott. $L 

Fowler. Julius Caesar. Putnam. $1.50. 

Inge. Society in Rome Under the Cae^jars. Scribner. $1.25. 

Huelsen. The Roman Forum.; translated by J. B. Carter. 
G. E. Stechert & Co. $1.75. 

Mau and Kelsey. Pompeii, Its Life and Art. Macmillan. 
(Abridged edition.) $2. 

Plutarch's Lives; translated by Clough. Little. $2. 

Ferrero, Guglielmo. The Greatness and Decline of Rome. 
2 vols. Putnam. 

Ferrero, Guglielmo. Characters and Events of Roman His- 
tory. Putnam. 

Fowler, W. W. Social Life at Rome in the Age of Cicero. 
Macmillan. 

Abbott, F. F. Society and Politics in Ancient Rome. 
Scribner. 

Lodge, Gonzales. Vocabulary of High School Latin. Co- 
lumbia University, New York. 

Byrne, Lee. Syntax of High School Latin. University of 
Chicago Press. 

Herberman, C. G. Business Life in Ancient Rome. Har- 
pers, New York. 

Card Games, published by the Latin Game Co., Appleton, 
Wis. 



HIGH-SCHOOL MANUAL 61 

MATHEMATICS 

The plan of alternating geometry and algebra by semes- 
ters seeming too radical, it is suggested that, for the pres- 
ent, there be algebra during the ninth grade, geometry dur- 
ing the tenth, algebra during the first semester of the 
eleventh grade, and geometry finally during the second 
semester of the eleventh grade. A more detailed state- 
ment will be found below. 

In the ninth grade, or even before, there should be in- 
formal exercises, in part at the blackboard, in geometrical 
drawing, such exercises as will be found, for example, in 
the following texts: 
Author Title Publisher 

Spencer Inventional Geometry Appleton 

Failor Inventional Geometry Scribner 

Campbell Observational Geometry Am. Book Co. 

Minchin Geometry for Beginners. .Clarendon Press 

lies My Class in Geometry Appleton 

Hamilton and 

Kettle A First Book in Geometry. . .Edwin Arnold 

By means of these exercises the pupil would acquire a 
knowledge of a number of the more important geometrical 
theorems and constructions. The time for this work could 
profitably be taken from the excessive time now given to 
arithmetic and with advantage to the arithmetic. The 
ideas could be driven home by exercises upon them in both 
arithmetic and algebra. Many coi-Lceptions in these latter 
subjects which are abstract and vague to the average pupil 
could be made concrete and vital. At the same time, the 
pupil could acquire some notion of the following matters: 

The equality and construction of triangles from three 
properly chosen parts. 

The path of a point moving so as to be equidistant from 
two fixed points, or from the sides of an angle. 

What angles are equal when a line cuts two parallels. 

The angle-sum for a triangle. 

The measures of central and inscribed angles. 

The conditions for similarity of triangles. 

The way in which a right triangle is divided by a per- 
pendicular from the vertex of the right angle upon the long 
side. 

The Pythagorean proposition. 

The areas of rectangles, parallelograms, triangles and 
circles. 

Around these the rest of plane geometry can be logically 
grouped as shown in the report of the Committee of Fif- 
teen on a Geometry Syllabus. There is thus a start for 
those who go on. But what is far more important, those 
who do not go on get a nucleus of interesting and impor- 
tant facts. That they have been learned by observation 
and experiment rather than through a severe and dry 
process of logic is altogether a good thing. For thus did 
the race first learn geometry and then from geometry, 
arithmetic and algebra and logic and all the abstract 



62 HIGH-SCHOOL MANUAL 

brood. Indeed, only in the past fifty years and by the com- 
bined labors of the greater mathematicians, has some ap- 
proach to a rigid logic been made. But we have long had 
geometry; for "geometry is the science of the eye." 

It is certainly uphill work to teach close reasoning about 
matters concerning which the pupil has had no chance to 
acquire clear and definite conceptions. Much can be done 
by an observational exercise of even once a week. Mat- 
ters apparently forgotten leave vestiges that render the 
second learning more easy and direct. 

The work of the various semesters will be as follows-: 
Grade IX, Semester 1. Algebra. Exercises in passing 
from ordinary to algebraic language and back again, with 
zealous regard to precision of statement in both languages. 
Especially should loose use of the equality symbol be 
guarded against. Technical terms should be used only 
sparingly; never unless the ideas that go with them have 
been made plain. Equations of the first degree in one un- 
known, with accompanying problems, can hardly be too 
early introduced. The idea of negative quantity can wait. 
Exercises with the balance clear up the usual difficulties 
with the equation. Some of the problems can well involve 
simple geometric conceptions, e. g., the angle-sum of a tri- 
angle. Other matters that can be brought into this semes- 
ter are the four rules for integral expression. Note that 
division, when tested by multiplication, furnishes a drill in 
all the operations. Factorization is a sort of systematized 
guessing, including the factoring of not too difficult quad- 
ratics. The factoring should be tested by multiplication- 
Grade IX, Semester 2. The four rules for fractions. The 
properties of fractions and their equalities usually given 
under the name of ratio and proportion. Illustrations from 
similar triangles and from drawing to scale. Plotting of 
simple equations of the first degree in two unknowns and 
the graphic solutions of a pair, afterward tested by the 
usual algebraic method. Involutions and Pascal's triangle 
of numbers: 



13 3 1 

14 6 4 1 

1 5 10 10 5 1 

If time permits, the square-root process with the applica- 
tion to arithmetic can be added. 

Grade X, Semester 1. Geometry. Positions concern- 
ing straight lines, angles, triangles, quadrilaterals, circles, 
chords, tangents, inscribed angles. There should be con- 
stant insistance upon clear conceptions and accurate state- 
ments. It is possible, in this first semester and covering 
very little of the text, to initiate a class into the spirit of 
geometrical thinking, to get them so that they insist on 
seeing things for themselves, or recall seeing them. To 
this end the class should be put upon exercises from the 
very start. Mere book-work can always be profitably sac- 
rificed thereto. Let the student have a syllabus before 



HIGH-SCHOOL MANUAL 63 

him, as something to work with, not something to memor- 
ize. But insist on time, patience, determination. It is good 
for a pupil to hang on to a problem for a week, a month a 
year, or even longer. But elusive conceptions such as in- 
commensurables and limits should not, at this stage, be 
dwelt upon. They are refinements that the high-school 
pupil can hardly grasp. All through this semester, make 
haste slowly. 

Grade X, Semester 2. The theory of proportion and 
similarity with review of the algebraic treatment. Areas 
of polygons and transformation of polygons into equivalent 
triangles and squares. The circle as a regular polygon, its 
circumference and area. 

About 200 exercises and constructions should be per- 
formed, among which should be a number of calculations 
of heights and di.stances of inaccessible objects by means 
of triangles measured by the pupils. First the geometric 
conceptions should be formed, then the necessary calcula- 
tions should be symbolized algebraically, finally the com- 
putation should be carried out. Measurement of careful 
drawings to scale will serve as a verification. Even the 
formula for the area of a circle can be tested. It is a mat- 
ter of counting the squares enclosed by a circle drawn on 
cross-section paper. 

Grade XI, Semester 1, Algebra. The meaning of ex- 
ponents, positive, negative, integral, and fractional. There 
should be plenty of numerical illustrations, the simpler the 
better, both of these meanings and of the laws governing 
operations upon quantities affected by exponents. The 
transition from exponents to logarithms, with numerical 
exercises in which all the quantities involved are rational. 
Plotting of the logarithmic curve on a fairly large scale. 
A very large one hung on the wall of the schoolroom could 
be helpful. The use of four-place table. Practice once a 
week in logarithmic computation. The theory of radicals. 
Solution of the quadratic by factoring. Problems involving 
quadratics. Plotting of easy quadratic equations in two 
unknowns. Solution of the system, a quadratic and a 
linear equation. Solution of simple pairs of quadratics. 
When the equations are not too complicated they should 
be plotted. Some of the problems should deal with the pre- 
ceding year's geometry. 

Grade XI, Semester 2, Solid geometry. Many students 
have difficulty in understanding outline drawings of space 
figures; especially is this true in the drawings in the first 
book of solid geometry. The best help here is actual out- 
line drawing by the students of drawings they themselves 
have made. Let this be accompanied by observation of 
the simple forms of the surrounding world, its surfaces 
and directions, its angles, plane, solid and dihedral, its dis- 
tances, shadows and perspectives. By this means the 
pupils will get one important element in the understanding 
of all. pictures. It might be easily proved to them that 
every picture is properly viewed from but one distance. 
The theorems in mensuration can be easily used to keep 



64 HIGH-SCHOOL MANUAL 

up the student's algebra. For example, let the student 
trace the connection between the theorem on the volume 
of the frustrum of a pyramid in terms of the volumes of 
three pyramids, and the algebraic identity giving the 
quotient of the difference of the cubes of two quantities by 
the difference of the quantities. Again, let him get a 
formula giving the volume of a sphere in terms of the sur- 
face only. The geometry of the sphere should be studied 
with the help of a good globe, a spherical blackboard, and 
with observation by day and night of the blue sphere in 
which we live. On any globe a stretched string quickly 
and accurately gives a great circle. 

NORMAL TRAINING 

For the professional part of normal training as outlined 
in the bulletin issued by the State Department of Educa- 
tion, one entrance credit will be given. Two credits will be 
granted for two semesters of reviews in the eleventh and 
twelfth grades if carried in accordance with the directions 
given in the bulletin mentioned above, providing the stu- 
dent is carrying but three other subjects while doing this 
work. Under the latter conditions but one credit is given 
for the year of reviews. 

PHYSICAL GEOGRAPHY 

The work in physical geography should be four-fold, in- 
volving the use of a good text, reference reading, labora- 
tory work, and field studies. A course based upon text- 
book work alone is entirely inadequate. The text should 
serve as a guide in systematically directing the course. It 
cannot supplant the other lines of study. 

Many good textbooks have been published in recent 
years. With any of them excellent work is possible, so it 
is not thought necessary to submit a list of acceptable texts. 

Laboratory work is essential. As far as possible the lab- 
oratory exercises should correlate with the text and refer- 
ence readings. During the past three years the department 
of Geography in the University has been submitting simple 
suggestive exercises to many of the high schools of the 
state. These have been carefully tried out and criticised- 
As a result of this co-operative work, a Physical Geography 
Manual has been prepared by Professor N. A. Bengtson as 
a loose-leaf note-book. Fifty exercises are included. If 
this note-book is used, at least twenty exercises should be 
worked and a larger number is advisable. These exercises 
should be distributed topically as follows: General earth 
studies, 2; materials of the land — minerals, rocks and 
soils, 6; topography of land forms, 6; atmosphere, 6. 
There are several manuals published with which acceptable 
work can be done. In amount, however, the equivalent of 
that outlined above must be performed. 

Teachers should, as far as possible, correlate the reading 
and laboratory work with the physiographic environs 6f 
the school, the principal aim being to acquaint the pupil 
with the processes acting in and thru the atmosphere. 



HIGH-SCHOOL MANUAL 65 

hydrosphere, and lithosphere. Th€ work of each process 
is to be studied in its relation to the form resulting. The 
life forms are best treated in relation to their geographic 
environm.ents. Suggestive outlines for field work are in- 
cluded in the note-book manual referred to, and nearly all 
the manuals now in use contain valuable suggestions. ]Ma- 
terial for doing the work is not lacking. Doing the work 
rests with the teacher and pupils. 

Trained teachers are necessary if the work is to be of 
the required standard. Proficiency in the related physical 
and biological sciences is essential, but not sufficient. 
Credit for physical geography should not be expected un- 
less the instructor has had university, college or normal 
school training in the subject. 

References 

Reference literature should consist of national govern- 
ment and state publications, geographic magazines, and 
standard books in geography. 

Government publications of greatest value in this subject 
may be obtained from the United States Geological Survey 
and from the Department of Agriculture, Washington, D. C. 
Those especially recomm.ended from the U. S. Geological 
Survey are: 

(1) Professional Papers 32 and 60. (2) Bulletins 274, 302 
and 394. (3) Water Supply Papers, 67, 80, 184, 215, 216, 
230, 255. (4) Physiographic Atlases 1 and 2. (5) Topo- 
graphic maps. Selected. 

The Atlases cost 25 cents each, the topographic maps 5 
cents each or $3.00 a hundred. The other publications are 
free. 

From the Department of Agriculture should be obtained 
Climatic Charts, Soil Survey Reports, Farmers' Bulletins, 
and Year Books. Lists of available publications are sent 
upon request. The state publications recommended are 
those of the Conservation Survey, State Board of Agricul- 
ture, and the State Geological Survey. Requests for these 
should be addressed to the directors at Lincoln, Nebraska. 

The magazines especially recommended are: 

Journal of Geography, Madison, Wis.. $L00. 

National Geographic Magazine, Washington, D. C, $2.50. 

Members of the National Geographic Society can secure 
the last named magazine for $2.00. The professor of geog- 
raphy in the University is willing to recommend most high- 
school teachers for membership, should they so desire. 

Reference books are so numerous that any list here pre- 
sented would not be complete. Among the best the follow- 
ing are suggested: 
Eengtson. Physical Geography -Manual. W. II. Welch & 

Co., Chicago. 
Salisbury. Physiography. Holt. 
Physiography of the United States. Monographs by several 

authors. Am. Book Co. 
Gregory, Keller and Bishop. Physical and Commercial 

Geography. Ginn. 
Russell. North America. Appleton. 



eQ HIGH-SCHOOL MANUAL 

[Mill. International Geography. Appleton. 
Ries. Economic Geology of the United States. Macmillan. 
Bowman. Forest Physiography. Wiley & Sons. 
Pirsson. Rocks and Rock Minerals. Wiley & Sons. 

PHYSICS 

Schools with proper equipment for class-room demonstra- 
tions and laboratory work are able to complete the course 
in one year. The time should be divided about equally be- 
tween class-room and laboratory. Three periods of class 
work and two double periods of laboratory work each week 
throughout the year should suffice. When less than this 
amount of time is available it should be devoted to the 
completion of some part of the subject matter thoroly, 
rather than the whole of the subject in a manner neces- 
sarily superficial. It should be borne in mind that the ex- 
penditure of time and effort required by a teacher to pre- 
pare for class and experimental demonstrations, and to 
conduct the class exercise with laboratory work, is neces- 
sarily greater than that required for a simple recitation or 
lecture. Hence in the school program a differentiation 
should be made between the teacher with demonstrations 
and laboratory equipm.ent to prepare, and the one who sim- 
ply has his subject matter to master. Especially is this 
true in schools where inadequate or defective equipment 
leads to a heavy demand upon the time of the teacher in 
providing apparatus. Fewer class periods should be 
assigned the science teacher. 

The laboratory part of the course should comprise at 
least thirty experiments of a quantitative nature. Many 
excellent laboratory manuals are published whence to 
choose such experiments. As far as possible the custom 
of having a group of pupils perform a single experim.ent 
should be dispensed with. Let each student be thrown 
upon his own resources and be forced to rely upon his own 
judgment and observations in performing an experiment. 

Aside from the qualitative experiments performed by the 
teacher during the class period to illustrate and enforce 
the teaching, many simple experiments of a qualitative 
character should be performed by the pupils themselves 
preparatory to the discussion of the topics of the next suc- 
ceeding class period. There is secured in this way a very 
definite understanding of the meaning of terms to be em- 
ployed by teacher and textbook, a first-hand knowledge of 
the phenomena to be discussed, and an appreciative atti- 
tude toward such instructiDU. The quantitative experi- 
ments follow class discussions, constituting an application 
of the instructions given. Experiments which possess an 
intrinsic practical significance are preferable. Simple ex- 
periments which lack the elements of precision of manipu- 
lation, such as the inclined plane, siphon, etc., should not 
displace experiments of greater value as laboratory exer- 
cises in the development of manipulative skill and habits of 
precision. 




HIGH-SCHOOL MANUAL 67 

The metric system should be used in all measurements, 
and decimal fractions in all calculations. The pupils should 
learn to think of and estimate quantities in metric units 
and in tenths of units. 

The class-room should be well lighted, preferably with 
south exposure. It should be provided with a large lecture 
table containing drawers and compartments for supplies 
and for the storage of smaller accessories to class demon- 
strations. It should be supplied with water and a sink, and 
with gas and electric connections if these are available. 
There should be curtains for darkening the room as well as 
a device for reflecting sunlight to the lecture table. The 
lecture table should be lower than the level of the pupils' 
eyes when seated in class-room, instead of being elevated 
upon a rostrum as is too commonly the case. 

Portraits of noted scientists are recommended for the 
walls of the class-room, such decorations being more inspir- 
ing and instructive than bare walls. In the laboratory, 
color charts, tables of comparison of units, graphical plots 
of the results of some well-performed experiments, and dia- 
grams of the more complicated apparatus will be found 
helpful. 

The laboratory should be roomy and well ventilated, and 
should adjoin the class-room. Free wall space is very es- 
sential for the suspension of apparatus. A number of heavy 
tables of suitable size and height for the different types of 
experiments should be provided. Bracket shelves on walls 
are very satisfactory for many experiments, if the building 
is free from serious jarring. A water supply and sink are 
essential in the laboratory. When a water system is not 
available, a two or three-barrel tank, located near the class- 
room, should be connected with the lecture table. There 
should be a case for supplies and apparatus. A small work 
bench and tools should be provided for construction work 
and repair of apparatus. 

Where classes are not large, and where other conditions 
permit, a double period every day in physics would give 
time for lesson preparation under supervision as well as for 
the laboratory work and class work. The physics teacher 
would thus have fullest freedom in use of this time for ex- 
periments or other laboratory exercises, for class work, or 
for lesson preparation according as the nature of the work 
in hand might make desirable. Difficulties in the make-up 
of the general school program due to the double period for 
laboratory work on certain days only would thus disappear. 
The same room could be used for both laboratory, class and 
study purposes very satisfactorily. 

A large, well-filled case of reference books should be con- 
veniently near for the pupils' use. One or two of the gen- 
eral scientific periodicals are recommended for the reading 
table. Among the large number of texts and reference 
works *the following, while not all of equal worth, are repre- 
sentative: 



68 HIGH-SCHOOL MANUAL 

Texts 

Carhart and Chute. First Principles of Physics. Allyn & 

Bacon. $1.25. 
Hoadley. Brief Course in Physics. Am. Book Co. $1.20. 
Mann and Twiss. Physics. Scott, Foresman & Co. 
:Millikan and Gale. First Course in Physics. Ginn. $1.25. 

Laboratory Manuals 

Chute. Physical Laboratory Manual. Heath. 80 cents. 
Coleman. Physical Laboratory Manual. Am. Book Co. 60 

cents. 
Cheston-Dean-Timmerman. Laboratory Manual of Physics. 

Am. Book Co. 50 cents. 
Nichols-Smith-Turton. ^Manual of Experimental Physics, 

Ginn. 80 cents. 
Brownell. Lessons in Physics. Nebraska School Supply 

Co. 50 cents. 
Adams. Physics Laboratory Manual. Am. Book Co. 75 

cents. 

General Reference 
Carhart. College Physics. Allyn & Bacon. $2.25. 
Daniell. A Text-book of Principles of Physics. Macmil- 

lan. $4. 
Ganot (Atkinson's Translation). Physics. W. A. Wood & 

Co. $5. 
Tait. Properties of Matter. :\Iacmillan. $2.25. 
Tyndall. Sound. Appleton. $2. 
Watscn. Physics. Longmans. $2.90. 

Apparatus 

In many experiments simple apparatus is quite as efhcient 
as more elaborate and expensive instruments. If funds are 
limJted suflicient apparatus of the simple kind should be 
secured rather than a few expensive pieces. Yet one 
should not sacrifice effectiveness to cheapness. Apparatus 
should be capable of giving reasonably reliable quantitive 
results. 

Am.ong the things requisite are glass tubing, files, a sol- 
dering iron, clamp and ring stands, test tubes, flasks, wire, 
rubber stoppers, metric rules, rubber tubing, calipers, 
micrometer screw, a balance (not a platform balance), a 
clock with a seconds pendulum, thermometers, etc. The 
equipment required is of two sorts: (1) apparatus for 
class-room demonstrations, by means of which experi- 
ments of qualitative nature can be performed by the 
teacher in connection with the class work; (2) apparatus 
for individual laboratory practice by pupils themselves, 
which gives training in manipulation, develops habits of 
precision and accuracy, and secures intelligent observation 
of the phenomena of nature. Schools of limited means will 
do well to omit the purchase of the more expensive demon- 
stration apparatus for example, Atwood's ^Machine, Holtz 
machines, large air pumps. X-ray and wireless telegraphy 
outfits, etc., until a fairly thorough equipment of the more 
essential apparatus has been obtained. A wise expenditure 
of a hundred dollars for many relatively inexpensive pieces 



HIGH-SCHOOL MANUAL 69 

of apparatus having a wide range of use, goes far towards 
providing a satisfactory working outfit to begin with. 

High schools are entitled to duty-free entry of apparatus 
and supplies purchased abroad, and the economy of buying 
a large bill of such supplies of foreign make is frequently 
quite considerable. Especially is this true of thermome- 
ters, glassware, balances, and weights. Among the numer- 
ous supply houses dealing in material for the physical lab- 
oratory may be mentioned: 

The Scientific Shop (Importing .lobber), Chicago. 
Bausch & Lomb Optical Co. (Optical and General), Roches- 
ter, N. Y. 
Eimer & Amend (Chemical and General), New York. 
C. H. Stoelting Co., Chicago. 
L. E. Knott Apparatus Co., Boston. 
H. Heil Chemical Co. (General), St. Louis, Mo. 
Central Scientific Co. (General), Chicago. 

PHYSIOLOGY 

In order that a high-school course in physiology may be 
acceptable it must form a distinct advance on any work 
done in the lower grades. A mere review or repetition of 
the work ordinarily given in the grades will not entitle the 
student to entrance credit. The course should embrace 
facts and principles derived, not from physiology alone, but 
also from related and allied subjects — anatomy, zoology, 
botany, chemistry, physics, psychology, hygiene, etc., which 
taken together, will serve to inculcate proper habits of 
mind and body and to train pupils in an appreciation of the 
value of right living and thinking. The preeminent value 
in the study of physiology lies in its relation to hygiene. 
Too much stress can not be laid upon the value of daily 
exercise (both mental and physical), bathing, proper diet, 
sleep, ventilation, etc.. and upon public hygiene and sanita- 
tion. In addition to this intrinsic worth, the subject pos- 
sesses a cultural value equal to that of any other natural 
science. If properly taught it cultivates the powers of ob- 
servation; as a result of laboratory work, it gives skill in 
manipulation; thru the drawing of conclusions from experi- 
mental work and thru the practical application of things 
learned, it increases the ability to reason. Following the 
recommendation of the National Education Association, 
the course should be placed in the eleventh or twelfth 
grade. The study at that time of the human body as a liv- 
ing thing can not fail to be of the greatest advantage to the 
pupil in later life. 

In order to indicate more clearly the ground to be cov- 
ered, teachers are advised to use as the basis of the course 
some standard text book, such as the Human Mechanism 
of Hough and Sedgwick. Particular stress should be laid 
upon demonstrations and laboratory work. The former 
should be accessible to each student for sketching and 
study, since mere demonstrations shown by an instructor 
to tTie class, without requiring individual examination and 
note-taking, are of little value. 



70 HIGH-SCHOOL MANUAL 

Since an intelligent appreciation of function is greatly 
aided by an elementary knowledge of structure, it is very 
desirable that at least one compound microscope be used 
to demonstrate the finer structure of the principal tissues 
of the body and the organisms producing disease. Typical 
mounted slides for this purpose can be procured at cost 
price by addressing the physiological department of the 
University. 

The laboratory work should include experiments of a 
more strictly physiological character, the extent of which 
will be determined by the equipment available, altho no 
school need be prevented from attempting such on account 
of the cost of the apparatus. Many of the bodily functions 
can be illustrated by experiments carried out by the stu- 
dents on themselves and by means of home-made ap- 
paratus. Recent text-books in physiology are full of direc- 
tions and suggestions in this respect. Vivisection in high 
schools is undesirable and a consideration of the morbid 
changes and pathological lesions is unnecessary, except in 
so far as required by the laws of the state. 

Many text-books contain suggestions for teachers, which 
should all be considered. Textbooks differ so widely in 
the ground covered and in the emphasis laid upon special 
portions of the subject that the teacher is obliged to form 
an acquaintance with a large number of texts and to make 
a judicious selection of what is good in them, to add, by 
verbal instruction or otherwise, to that which is taught in 
the text used. The same holds true for laboratory manuals. 
The value of the relative proportions of recitation periods 
to laboratory periods must vary considerably with the ex- 
perience of the teacher, with the equipment of the school, 
etc., and must be left to the judgment of the teacher. On 
account of the effects on the presentation of physiology as 
a science brought about by the state laws regarding the 
action of alcohol and narcotics upon the body, it seems de- 
sirable to make temperance instruction a subject in itself, 
and to place the facts of physiology proper in a considera- 
tion of life processes in general, i. e. in a course in biology. 
An exposition of this idea, together with much valuable 
and excellent information, is to be found in The Teaching 
of Biology in tine Secondary School by Lloyd and Bigelow 
(Longmans, Green & Co.), a volume indispensable to all 
progressive teachers of physiology. 

The prime consideration in the acceptation of a high- 
school course in physiology for credit is that the teacher 
shall have had a special training in the teaching of physi- 
ology in a college, normal school or university where such 
courses for teachers are offered. 

Texts 

Hough & Sedgwick. The Human Mechanism — Physiology, 

Hygiene and Sanitation, 1906. Ginn. 
Colton. Physiology — Experimental and Descriptive, 1898. 

Heath. 
Hutchinson, Physiology and Hygiene, 1905. Merrill. 
Martin. Human Body, Briefer Course, Holt. 



HIGH-SCHOOL MANUAL 71 

Brown. Physiology for the Laoratory, 1900. Ginn. 

Peabody. Laboratory Exercises in Anatomy and Physiol- 
ogy, 1902. Holt. 

Miirbach. Directions for Elementary Laboratory Work in 
Physiology and Hygiene. Macauley Bros. 

Eddy. Experimental Physiology and Anatomy. Am. Book 
Co. 

ZOOLOGY 

In most cases only one semester's work is advised, altho 
schools with a well-equipped laboratory can profitably 
spend a year on the subject. A very satisfactory plan in- 
volves the study of botany and zoology in successive se- 
mesters or alternately thruout the week during an entire 
year. The minimum time assigned to the subject should 
embrace each week for one semester three class periods, 
together with two laboratory periods of double length. 

Where lack of funds prevents the purchase of equipment 
necessary for the teaching of chemistry and physics, the 
school m^ay well introduce a course in zoology, as the ex- 
pense for the course is inconsiderable and the same lab- 
oratory equipment can be employed for botany and physi- 
ology as well. No study surpasses zoology in cultivating 
power of observation, description, analysis and reasoning. 

The regular laboratory work should cover the study of a 
limited number of carefully selected types, and should be 
accompanied by notes and drawings in all cases. A series 
of typical forms should be mastered rather than a super- 
ficial study made of a larger number of animals. Emphasis 
should be laid upon animal activities rather than upon the 
m.inute detail of structure. The course should begin prefer- 
ably with the lower, simpler forms and proceed gradually 
to those more complicated. This plan should be followed 
when the course is in the eleventh or twelfth grade; if it 
is offered earlier the teacher may find it better to begin 
with an introductory study of a few familiar animals, such 
as the frog and the locust, and to follow this with a closer 
study of type forms in their logical order. 

A collection of local animals should be made by teachers 
and pupils, not only because these form.s are of value as 
demonstration material, but also because the collecting 
will sustain and stimulate interest. The teacher should 
plan to repress the spirit of indiscriminate collection or 
destruction of animal life. To add to local forms a collec- 
tion illustrating the great groups of animal life, especially 
those not represented in the region, will be of real value to 
the school and will materially assist in giving the pupils 
correct ideas regarding the form_s of which they read. 

Some time should be given to excursion and study in the 
laboratory of nature. Such work must be laid out very 
definitely to prevent its becoming desultory and losing its 
educational value. It is wise to select a unit of environ- 
ment and to subject it to careful study rather than to at- 
tempt to cover much territory. 



72 HIGH-SCHOOL MANUAL 

The economic side of the subject should be brought to 
the attention of the class. The life history of insects is 
interesting, easily studied, and of great importance in an 
agricultural state. The knowledge of birds should also be 
carefully considered, and the relations of animals, such as 
flies and mosquitoes, in carrying disease should be clearly 
Illustrated. Such problems are naturally studied in con- 
nection with field work and should be fixed in the minds 
of pupils by actual examples. 

When directed by a teacher of thoro preparation in the 
subject the course in zoology will be one of the most valu- 
able and attractive in the entire curriculum. 

The department of zoology will gladly advise regarding 
equipment, material, and details of the course. 

Texts 

Jordan, Kellogg, and Heath. Animal Studies. Appleton. 
Kellogg, V. L. Elementary Zoology. Holt. 
Colton, B. P. Zoology. Descriptive and practical. Heath. 
Davenport, C. B. Introduction to Zoology. Macmillan. 
Jordan and Kellogg. Animal Life. Appleton. 
Thompson, J. A. Study of Animal Life. Scribner. 
Jordan and Heath. Animal Forms. Appleton. 
Linville and Kelly. Textbook in General Zoology. Ginn. 

Laboratory Manuals 

Boyer. E. R. Elementary Biology. Heath. 

Linville and Kelly. Laboratory INIanual. Ginn. 

Needham, J. G. Elementary Lessons in Zoology. Am. 
Book Co. 

Walker, Whitney and Lucas. Studies of Animal Life. 
Heath. 

Duncanson, H. B. Suggestive Lessons in Elementary Zool- 
ogy. Jacob North & Co. 

Library Reference Works 

Hertwig, R. Manual of Zoology. Holt. 
Thomson, J. A. Outlines of Zoology. Appleton. 
Parker and Haswell. Text-book of Zoology. ^Macmillan 
Shipley and Macbride. Zoology. Macmillan. 
Sedgwick and Wilson. General Biology. Holt. 
Parker, T. J. Lessons in Elementary Biology. Macmillan. 
Dodge, C. W. Elementary Practical Biology. Harper. 
Galloway, T. W. First Course in Zoology. Blakiston. 
Thomson, J. A. Science of Life. Stone. 
Stokes, A. C. Aquatic Microscopy. Bigelow. 
Gage, S. H. The Microscope. Comstock. 
Huxley, T. H. The Crayfish. Appleton. 
Metcalf. 11. M. Outlines of the Theory of Organic Evolu- 
tion. Macmillan. 
Conn, H. W. Method of Evolution. Putnam. 



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